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”

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.

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,

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)

      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.

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

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

       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.

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

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”

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.

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

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

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.

• Movie review-Theesari Kasam, English-Vinglish,Dangal and Ankur.                                           ,
• Bharathiya cenema ke vikhyath kalakar-Satyajit Roy,Girish Kasaravalli,Shyam Benegal and Adoor Gopalakrishnan.                                             

Level of knowledge: Conceptual

1. Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.

Bharathi, New Delhi.

2. SaralSubodh Hindi Vyakaran,       By:MotilalChaturvedi. Vinod pustak

mandir , Agra-23. Cinema AurSamskritiMazoomRizaRahi

3.Bolchalki Hindi aursancharBy:Dr.MadhuDhavan.Vaniprakasan,New Delhi.

CIA-2(Midsemester examination)

CIA-3(Digital learning-Wikipedia)

End semester examination

 Course Description: The world drastically altered after the second world war. The period from 1945, witnessed the end of Euro – American colonialism over Asia, Africa, South America. This was also the era of birth of new nations all over the world and trajectories being carved in terms of balance of power too. Hence this course focusses on mapping the shifting trends in geo politics, culture, in Post War World.  

Course objectives: This course is meant to strengthen the understanding of the student about contemporary history of the world through a post-colonial approach. 

a)      African Nationalism: Anti Colonial and Post Colonial nationalism - Role of African Leaders – Organization and philosophy of African Unity

b)     Decolonization:General Overview (focus of idea of decolonization) British and French decolonization in general – Nigeria(Case study) 

c)      Africa and the world :  Anti  - Apartheid Movement , Relations with USA and USSR, Role of UN in the post war period, impact of Globalization 

 Case Studies: Mandela’s address as the President of South Africa – Creation of South Sudan

1. Peter Calvocoressi (2006), World politics 1945-2000 Pearson Education, New Delhi.
2. Norman Lowe (2013), Mastering Modern World History Macmillan, New Delhi.

1.      Christopher Culpin (2000), Making History, Harpercollins.

2.      Phili Zelikon and Condoleezza Rice (1997), Germany Unified and Europe Transformed, A Study in State Craft, Harvard University Press, USA.

Neil Demario and Richard Radway (1997), Twentieth century 1900-1995 a world Transformed, Hodder and Stoughton

CIA 1 for 20 marks.

CIA 2 is a mid semester examination for 50 marks           

 CIA 3 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

Course Description: The prescribed play AMRAPALI  by Dr. Prabhushankar, and the selection of short stories, Essays and Academic science writings are the texts for Second semester Kannada The Legend of Amrapali originated in the Buddhist Jataka Tales some 1500 years ago. Amrapali is a great character in the Indian history. She was known as a dancer and also a philosophical thoughts oriented woman. A key goal of this course will be to familiarize students with the basic techniques of analysing written drama and its stages performances. The selected prose will extend the concerns of Environment, Current Marketing trend, Folk beliefs and social justice.

Course Objectives: Students will be able to read drama scripts in Kannada and understand main ideas and details in different kinds of dramatic scripts.  The Play improves listening comprehension of different types of spoken texts-for main ideas, details and speakers’ attitude and emotions. It helps in develop and use language learning strategies for all language skills.

Act-1 ( Scene-1 ) Pages 07-13

Act-1 ( Scene-2 ) Pages 13-19

Act-1 ( Scene-3 ) Pages 19-28

Act-1 ( Scene-4 ) Pages 20-42

Act-2 ( Scene-1 ) Pages 42-50

Act-2 ( Scene-2 ) Pages 50-58

Act-2 ( Scene-2 ) Pages 59-65

Act-2 ( Scene-2 ) Pages 66-70

2. Kannada Sahitya Charithre- Rum Shri Mugali

3. Ranga prapancha- K.V. Akshara

4. Kannadada Hadu Padu: K.C. Shivareddy

2. Desheeya Chinthana- Chandrashekara Kambara

3. Yugadharma hagu Sahitya Darshana- Keerthinatha Kurthukoti

The course offers different traditions of political philosophy intending to create analytical skills in students in understanding various political concepts, theories, ideologies and practices in contemporary period. The students are expected to learn the dominant political discourses of various political thinkers-classical, modern, western and Indian-in a critical perspective so that the scope and the limitations of such traditions can be ascertained both historically and theoretically.

Problems of Political Philosophy, Plato- Justice, Education and Ideal State, Aristotle-Theory of State, Constitutions, Law and Revolution. Confucius- Virtuous, Role of Government.  Cicero- Mixed form of Government, and the Laws. Machiavelli- State, Religion and Ethics. 

Social Contractualists: Thomas Hobbes, John Lock and Rousseau.  Montesquieu- Separation of Powers. Utilitarianism- Jeremy Bentham. Individualism -John Stuart Mill, Conservatism- Edmund Burke. 

Shefali Jha, Western Political Though, Pearson, New Delhi, 2012.

Sabine, George H. A History of Political Theory, New York: Holt Rinehart and Winston, 1961

Bidyut Chakrabarty and Rajendra Kumar Pandey. Modern Indian Political Thought: Text and Context, Sage: New Delhi, 2009

Himanshu Roy and Mahendra Prasad Singh. Indian Political Thought: Themes and Thinkers, Pearson: New Delhi, 2011

Dunning W.A. (1988): A History of Political Theory: Rousseau to Spencer, Allahabad: Central Book Depot.

Dunning W.A. (2000): History of Political Theories, New Delhi: S. Chand & Company.

Ebenstein (2007): Great Political Thinkers (Plato to Present), New Delhi: Sterling

Varma, V. P. (1974) Studies in Hindu Political Thought and Its Metaphysical Foundations, Delhi: Motilal Banarsidass.

Kangle, R. P. (1997) Arthashastra of Kautilya-Part-III: A Study. Delhi: Motilal Banarsidass

Wayper C.L. (1986): Political Thought, New Delhi: BI Publications.

Mahajan. V D (1990), Recent Political Thought, S. Chand & Co, New Delhi

Mehta, V.R. and Thomas Pantham,(ed.)(2006): Political Ideas in Modern India: Thematic Explorations, New Delhi: Sage.

Singh, Aakash, Silika Mohapatra (2010): Indian Political Thought, A Reader, New Delhi: Routledge 

1.     Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

1.      Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

Introduction  and explanation of a beggar  story

2.      

3.      Sanskrit Grammar by M.R. Kale.

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

This paper has a few collections from the ‘Individual Poems’ of Avvaiyar and Kalamegam to show the students the ingenuity with the poets of the period mixing  intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the power of oral tradition through a collection of interviews recorded and transcribed. These voices are from the marginalized communities which had no opportunity to voice out their pains and sorrows.. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

1.Avvaiyar amudha muzhigal

2. Kaala mega pulavar

3. Siladai

Siva vakkiyar- Arivu nilai

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

 'Vai mozhi varalaru’ Ed: Vi.Arasu and Ki. ParthibhaRaja,Thannanaane Publications, Chennai, 2001

Meenakshisundaram T P,  A History of Tamil Literature, Annamalainagar, Annamalai University, 1965

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

Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012

Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999

Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012

Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

Course Description

This course is taught in the second year for students from different streams, namely BA, BSc

and BCom. If the first year syllabus is an attempt by the Department of English, Christ

University to recognize and bring together the polyphonic Indian voices in English and Indian

regional literatures in translation for the Additional English students of the first year, the

second year syllabus intends to take that project a little further and open up the engagement

of the students to texts from across the world. The syllabus - selection of texts will

concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-

American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of

belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization,

discussed within the Indian context to a more inclusive and wider global platform. We have

consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns

from across the world. There is an implicit recognition in this project that though the aspects

of marginalization and the problems facing subalterns are present across cultures and

nations, the experiences, expressions and reflections are specific to each race and culture.

The course will address these nuances and specificities and enable our students to become

more aware and sensitive to life and reality around them. This will equip the students, who

are global citizens, to understand not just the Indian scenario, but also situate themselves

within the wider global contexts and understand the spaces they will move into and negotiate

in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students,

compiled by the Department of English, Christ University and intended for private circulation.

Course Objectives

The course objectives are

 to enable students to look at different cultures through Literature

 to help students develop an understanding of subaltern realities and identity politics

 to inculcate literary sensibility/taste among students across disciplines

 to improve language skills –speaking, reading, writing and listening

 to equip the students with tools for developing lateral thinking

 to equip students with critical reading and thinking habits

 to reiterate the study skills and communication skills they developed in the previous

year and extend it.

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Liliana Heker : “The Stolen Party

 Higuchi Ichiyo: “Separate Ways”

 Harukki Murakami "Birthday Girl"

 Luisa Valenzuela: “I’m your Horse in the Night”

Diary of Anne Frank

Elie Wiesel "Night"

CIA 1: A written test for 20 marks. It can be an Open Book test, a classroom assignment, an

objective or descriptive test pertaining to the texts and ideas discussed in class.

CIA2: Mid-semester written exam for 50 works

CIA 3: This is to be a creative test/ project in small groups by students. They may do

Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates,

charts or any other creative test for 20 marks. This test should allow the students to explore

their creativity and engage with the real world around them and marks can be allotted to

students depending on how much they are able to link the ideas and discussions in the texts

to the world around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 3 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

This course is designed to enable students to understand the importance of research in creating and extending the knowledge base in their area of research interest.

Meaning and definition of research–criteria for good research-Deductive and inductive methods– classification of research–case study–survey methods

1.      W. Lawrence Neuman, Social Research Methods, Library of Congress, Cataloging-in-Publication Data

2.      C.R. Kothari, Research Methodology, New Age Publications.

3.      Bell,J.(1993)Doing your research project: A guide for first-time researchers in Education and Social Science, Buckingham, UK: The Open University.

4.      Goode and Hatt, Methods in Social Research, McGraw Hill Publications

5.       Borg, W.R., & Gall,M.D.(1983).Educational Research: An Introduction (Fourth ed.). New York: Longman Inc.

1.      Brinberg, D. and McGrath, J.E. (1985) Validity and the research process, Newbury Park, CA: Sage Publications, Inc.

2.      Erickson, F. (1986). Qualitative methods on research on teaching. in M.C. Wittrock (ed.),Handbook of research on teaching (3rded.,pp.119-161).New York: MacMillan.

3.      Fitz-Gibbon, C.T. and L. L. Morris (1987) How to Analyse Data, Newbury Park: Sage Publications, Inc.

4.      Foddy, W (1993) Constructing Questions for Interviews and Questionnaires: Theory and Practice in Social Research, Cambridge: Cambridge University Press.

5.      Isaac, S, and Michael, W. B. (1981). Hand book in research and evaluation: A collectionofprinciples,methods,andstrategiesusefulintheplanning,design, and evaluation of studies in education and the behavioral sciences (2nd ed.).San Diego

6.      Yin, R.K. (1994).Case Study Research (Second Edition, Vol.5).Thousand Oaks, CA: Sage Publications, Inc.

The course is intended to give an understanding of the theoretical perceptions of economic growth and development together with the forces bringing about them. It also helps to broaden the awareness of the challenges in the developmental process and thus motivate the students towards the thought process of alternative solutions.

Distinction between Growth and Development; PQLI; Human Development Index; Gender Development Index; Sen’s Capabilities Approach; Environmental Sustainability and Development; Common Characteristics of Developing Nations; Alternative Measures of Development.

The Harrod-Domar model; the Solow model and its variants; Theories of endogenous growth with special reference to Romer’s model; the Big Push Theory and Lebenstence Theory of Critical Minimum Efforts.

1. Todaro, Michael, P. and Stephen. C. Smith, (2015). Economic Development, Pearson Education, (Singapore) Pvt. Ltd., Indian Branch, Delhi.
2. Ray, Debraj (2014), Development Economics, Seventh impression, Oxford University Press, New Delhi.
3. Lekhi, R. K. (2016), The Economics of Development and Planning, Kalyani Publishers, New Delhi.

CIA II (Mid Semester Examination)- 50 Marks

CIA III - 20 Marks

ESE - 100 Marks

Course Description

English is offered as a course for all the students in BA, BSc, BCom, and BBA F&A classes in the third and fourth semesters. The aim is to strengthen the communication skills, and particularly study skills of the learners further, through adequate practice and exposure to good examples of writing, thought, ideas and human values. In addition, they will be trained in study skills through tasks in academic genres such as message, letter, essay, data interpretation etc. It aims to not only equip learners with skills but also sensitize them towards issues that concern human life in today’s globalised context. The course content is selected to meet the requirements of the departmental goal of “empowering the individual to read oneself, the social context and the imagined”; institutional goal of ensuring “holistic development”; and the national goal of creating competent and valuable citizens. The primary objective of this course is to help learners develop appropriate employability skills and demonstrate suitable conduct with regards to communication skills. The units are organised in order to help the learners understand the academic and workplace demands and learn by practice.

Course Objectives     

·       To enable learners to develop reading comprehension for various purposes

·       To enable learners to develop writing skills for academic and professional needs

·       To enable learners to develop the ability to think critically and express logically

·       To enable learner to communicate in a socially and ethically acceptable manner

·       To enable learners, to read, write and speak with clarity, precision and accuracy

Subject verb agreement

Tenses

Preposition

Voices

Clauses

Evaluation Pattern

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

CIA 2: Mid-semester portfolio submission for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

Question Paper Pattern    

Mid Semester: Portfolio submission – 50 marks

Mid semester evaluation- portfolio submission (portfolios of classes will be exchanged and evaluated) 

End- semester 50 marks exam / portfolio

End Semester Exam: 2 hrs

5x10=50

Total                   50

Course Description -French as a second language in the UG program. The method Génération A2 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'. Continuing from where A1 left, it aims to enhance learning skills further. The structure of each unit marks a real learning journey into different aspects of the French language and culture.

 Course Objectives

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

·       To enhance awareness of different aspects of francophone civilization.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

Lesson 1: Living in the city

Lexicon – The city, places of the city

Grammar – Comparison, prepositions with geographical names, personal pronouns,

Speech acts – Giving directions

Lesson 2: Visiting a city

Lexicon – Transport, cardinal numbers, prepositions of place

Grammar – Pronoun ‘y’, position of complement pronouns, ‘ger’ and ‘cer’ verbs, Verbs ‘to open’ and ‘to receive’

Speech act – Asking for touristic information

Molière’ s L’Avare – Français facile -Act 1

2. Molière, L’Avare – Français facile

Course Description:

The detailed text book “Shambook” is a Khanda Kavya written by Jagdeesh Gupta. To improve the creative writing skills, Nibandh, Kahani and Kavitha lekhan are included.Bharathiya chitrakala is also a part of the syllabus to improve the knowledge aboutIndian paintings.

Course Objectives:

Students are exposed to different forms of poetry especially, Lakhukavya/KhandaKavya. It will help them to understand the contemporary socio-political issues.By learning about the tradition of Indian painting and legendary painters of India , students get to know about the richness and culture  of the Indian paintings. Creative writing sharpens their thinking, analytical  and writing skills 

Khanda Kavya “Shambook” [Poetry] By:Jagdeesh Gupta. Pub: Raj Pal & Sons

Level of knowledge:Analitical    

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

1. Khanda Kavya”Shambook[Poetry] ByJagdeesh Gupta.Pub: Raj Pal & Sons

2. Essentials of Screen writing: The art, craft and business of film and television writing

By: Walter Richard.

3. Writing and Script: A very short introduction

By: Robinson, Andrew.

4 .Creative writing By John Singleton

5. Adhunik  Hindi Nibandh By Bhuvaneshwarichandran Saksena.

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

Post 1990’s, the focus of World’s attention has turned towards Asia. The balance of power has shifted from Euro-American territory to strengthened economies of South-East Asia. There is a change in practice of politics & economics in West & Central Asia. Development, Political Structure, Cultural Identity are all issues that are being articulated from regional perspective, thus contesting the western notions about them. Hence it becomes imperative to engage with these issues from a historical background. This paper attempts to

(1)   Understand Asia from a post colonial world.

(2)   Trace the various binaries of positions & opinions in the process of constructing nations & national identities.

Level of Knowledge: Empirical

a)      China – Mao Zedong and Transformations 1950-1970; 1970-80 Post Mao Period; 1980-2000 Period of transition - Economic and Political  -Tibet.

b)      Japan- post war Japan-Period of Recovery 1945 to 1960; 1960 to 2000- period of Economic and Political changes

c)      Korean War; the two Koreas 1945-2000

d)     Neutralism & Realignments

Level of Knowledge: Conceptual

a)     Myanmar - Political developments; Sri Lanka – Ethnic and nationalist conflicts

b)    Central Asia – disintegration and emergence of  independent states; Afghanistan – Cold war and post-cold war developments -

1. Peter Calvocoressi   - World Politics 1945-2000, Person Education, 2006
2. Norman Lowe - Mastering Modern World History – Macmillam, 1997
   

1. Immannel C.Y Tsu  -The rise of Modern China- OUP 1983
2. Ainslie T. Embree & Carol Gluck -Asia in Western & World History – Spring Books, 2004        
3. Aylett.J F - The Cold War & After-Hodder & Stoughton, 1996
4. Mansfiled P - A History of the Middle East-Penguin, 1992
5. Lynch.M -   China: From Empire to People’s Republic-Hodder & Stoughton, 1996
6. Albert Hourani, Philip Khoury & Mary C. Wilson (ed)- The Modern Middle East – I.B. Tauris -2004
7. Harold Vinaike - A History of the Far East in Modern Times – Kalyani Publishers -1996

CIA 1   Activity/Presentation/Exhibition                                          20 marks

            CIA 2   Mid Semester Examinations                                      50 marks

            CIA 3   Literature Review                                                      20 marks

                        Attendance                                                                  10 marks.

                        Total                                                                            100 marks

       End Semester Exams                                                                   100 marks

   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.

                Pattern of End Semester Exam Question paper

-       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                                                                                                              

Course Description: Language Kannada is offered to students of third Semester BA/B.Sc as Second language for fifty marks. Students of this semester will study an anthology of Modern Kannada Poetry and an Autobiography of Laxman Gaikwad. This course prepares the students to understand the new era. At the dawn of the twentieth century, B.M. Srikantiah, regarded as the “Father of modern Kannada Literature”, called for a new era of writing original works in modern Kannada while moving away from archaic Kannada forms. Students will study modern Kannada poetry from B.M.Sri to Dalit poet Dr. Siddalingiah. An anthology of modern poetry is selected to understand the beauty of modern Kannada poets through their writings. Uchalya is an autobiographical novel that carries the memories of Laxman Gaikwad right from his childhood till he became an adult. Laxman Gaikwad took birth in a criminal tribe of India belonging to Orissa/ Maharastra. The original text is translated to Kannada by Chandrakantha Pokale.

Course Objectives:

Understand and appreciate poetry as a literary art form.

Analyse the various elements of Poetry, such as diction, tone, form, genre, imagery, symbolism, theme, etc.

Appreciates to  learn the elements of autobiography.

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

2. Kannada Sahitya Charithre- Volumes 1-4, Editor: G. S. Shivarudrappa, Prasaranga, Bangalore Univeristy.

3. Hosagannada Kavitheya Mele English Kavyada Prabhava- S. Ananthanarayana

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

4. My Experiments with Truth- M.K. Gandhi

5. Ouru Keri- Siddalingaiah

1.      To introduce students to the nature, structure and working of the Indian Political System.

2.      To introduce students to The dynamics of the Indian Political System and the Contemporary issues

3.      To initiate students in to research in Political Science

Historical Evolution of Indian Constitution, 1909, 1919, 1935 and 1947 Acts,

Role of Constituent Assembly. Preamble –Philosophy of the Constitution. Salient Features.

Constitutionalism, Rule of law and Separation of Powers.

Fundamental Rights, Fundamental Duties & Directive Principles of State Policy.

2.      Ghai, K.K. (2012), Indian Government and Politics, Noida: Kalyani.

3.      Bakshi, P.M. (2012). The Constitution of India. New Delhi: Universal Law.

4.      Kashyap, S.C. (2011). Our Constitution. New Delhi: National Book Trust.

5.      Basu ,D.D  (2008) Introduction to Indian Constitution. Eastern Books

2.      Pylee, M.V. (2012). Constitutional Amendments in India. New Delhi: Universal Law. Constituent Assembly Debates. New Delhi: Lok Sabha Secretariat.

3.      Kashyap, S.C. and Kashyap, A. (2012). Indian Presidency: Constitution Law and Practice. New Delhi: Universal Law.

4.      Prasad, A. and Singh, C.P. (2012). Judicial Power and Judicial Review. Lucknow: Eastern Book Company. Hassan, Z. (Ed.) (2006). Parties and Party Politics in India. New Delhi: OUP.

5.      Kumar, B.V. (2009). Electoral reforms in India: Current Discourses, Jaipur.

Sundara Kanda is the only chapter of the Ramayana in which the hero is not Rama, but rather Hanuman. The work depicts the adventures of Hanuman and his selflessness, strength, and devotion to Rama are emphasized in the text. Bhoja only wrote 5 kāṇdas (up to the Sundarakāṇda), and there is a story about this: that he was inspired to write this work the night before a battle, that as he finished the Sundarakāṇda it was time to go, and that he announced that the Yuddhakāṇda would be enacted in the battlefield against the invader, but sadly he never returned. Others have composed a Yuddhakāṇda to complete the work.

The main objective of the students is to understand the champu Kavyas based on the sam.  

The Origin and development of the Champu.

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

Shlokas 1 -75  Hnumantha¨s voyage to Lanka and searching for Seetha 

Prayogas and Krudantha

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

Reference Books:-

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

3)       History of Sanskrit literature by Dr.M.S. Shivakumaraswamy.

4)       History of Sanskrit literature by Krishnamachari.

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

Araillakiyam, bakthi illakiyam, ikala illakiyamn the major allakiyams.The influence myths and puranas are delineated through the good deeds for a better lifestyle.The  Cultural Studies part will have an overview of Indian painting both traditional and modern with special reference to mythology and literature

India 2020- Abdul Kalam

Epics contribute significantly to the understanding of the cultural heritage of any society and the puranas are the examples for the religious beliefs and customs. Performing art forms go through different stages in their growth  and it is interesting to know the history  from one of the protagonists. The module on Indian painting and itsthematic relationship with literature and mythology will provide an experience moving beyond the printed texts.

The student should be able to recall and categorize the concepts of literature, understand the true essence of the texts, and inculcate them in their daily lives, recognize and apply the moral values and ethics in their learning and comprehend the concepts in literature and appreciate the literary text.

1. Thirukural

2. Avvai kural

1. Thiru vasagam

2. Kambar andhadhi

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Tamizhar nattup padagal - N Vanamamalai, New century book house, Chennai

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

This course is taught in the second year for students from different streams, namely BA, BSc and B Com. If the first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian voices in English and Indian regional literatures in translation for the Additional English students of the first year, the second year syllabus intends to take that project a little further and open up the engagement of the students to texts from across the world. The syllabus - selection of texts will concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization, discussed within the Indian context to a more inclusive and wider global platform. We have consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns from across the world. There is an implicit recognition in this project that though the aspects of marginalization and the problems facing subalterns are present across cultures and nations, the experiences, expressions and reflections are specific to each race and culture. The course will address these nuances and specificities and enable our students to become more aware and sensitive to life and reality around them. This will equip the students, who are global citizens, to understand not just the Indian scenario, but also situate themselves within the wider global contexts and understand the spaces they will move into and negotiate in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students, compiled by the Department of English, Christ University and intended for private circulation. 

The course objectives are

·         to introduce the students to look at different cultures through Literature

·         to help students develop an understanding of subaltern realities and identity politics

·         to inculcate literary sensibility/taste among students across disciplines

·         to improve language skills –speaking, reading, writing and listening

·         to equip the students with tools for developing lateral thinking

·         to equip students with critical reading and thinking habits

·         to enable them to grasp and appreciate the variety and abundance of subaltern writing, of which this compilation is just a glimpse 

·         to actively engage with the world as a cultural and social space (to be facilitated through proactive CIAs which help students to interact and engage with the realities they face everyday and have come across in these texts)

·         to learn and appreciate India and its place in the world through association of ideas in the texts and the external contexts

·         to reiterate the study skills and communication skills they developed in the previous year and extend it.  

Unit 1: Novella

·         Viktor Frankl: “Man’s Search for Meaning”(Excerpts)