World History Lectures Ignou Assignment

@Non Pol.sci candidates: Even for General studies (Mains), some of this modules are important e.g. EPS-07, MPSE-001 etc. for IR/Diplomacy. Read the index and download accordingly.

@Pols. sci. candidates: Prepare according to the UPSC syllabus topics, Not all IGNOU BA, MA PDFs are important for exam.

  1. Essential (Free) softwares and instructions
  2. Download links
  3. Modules not included
  4. Index: BA Political Science
    1. EPS-03 Modern Indian Political Thought
    2. EPS-06 Government and Politics in East and South East Asia
    3. EPS-07 International Relations
    4. EPS-09 Comparative Government and Politics
    5. EPS-11 Political Ideas and Ideologies
    6. EPS-12 Government And Politics in India
    7. EPS-15 South Asia – Economy Society and Politics
  5. Index: MA Political Science
    1. MPS-001 Political Theory
    2. MPS-002 International Relations- Theory and Problems
    3. MPS-003 India Democracy and Development
    4. MPS-004 Comparative Politics- Issues and Trends
    5. MPSE-001 India and the World
    6. MPSE-003 Western Political Thought (Plato to Marx)
    7. MPSE-004 Social and Political Thought in Modern India
    8. MPSE-006 Peace and Conflict Studies
    9. MPSE-007 Social Movements and Politics in India
    10. MPSE-008 State Politics in India
    11. MED-002 Sustainable Development- Issues and Challenges
    12. MED-008 Globalisation Environment and Development
  6. Official UPSC Syllabus Pol.Sci. Paper 1
  7. Official UPSC Syllabus Pol.Sci. Syllabus Paper 2

Essential (Free) softwares and instructions

  1. Majority of these PDF files provides direct copying of text. => That means you can use Mrunal’s autonotemaker to quickly make notes and mindmaps out of it, just use mouse cursor to highlight a particular line /phrase and my software will copy its text in a separate file. for more instructions click me
  2. Foxit PDF reader. (necessary prerequisite for using Mrunal’s autonotemaker) click me
  3. 7-zip (for unzipping the files) click me

Download links

IGNOU BA Political ScienceClick ME
IGNOU MA Political ScienceClick ME
Last 34 year’s official UPSC question papers for Political Science (1979-2012)Click ME
Political science material from
  1. NCERT Class 11 and 12
  2. NIOS
Click ME
Lectures IGNOUClick ME
Lectures UGCClick ME

Modules not included

Following modules from MA Political science, not included in above zips, reason: they’re not explicitly mentioned in the official UPSC syllabus,

  1. MPSE-002 State and Society in Latin America
  2. MPSE-005 State and Society in Africa
  3. MPSE-009 Canada- Politics and Society
  4. MPSE-010 Dissertation
  5. MPSE-011 The European Vision in World Affairs
  6. MPSE-012 State and Society in Australia
  7. MPSE-013 Australia’s Foreign Policy

However, if you want to download them, just goto following link:

Index: BA Political Science

EPS-03 Modern Indian Political Thought

  1. Colonial Intervention in Society, Economy and Polity
  2. Modern Indian Political Thought – Issues and Approaches
  3. Introduction
  4. Raja Ram Mohan Roy
  5. Justice M.G. Ranade
  6. Gopal Krishna Gokhale
  7. Introduction
  8. B.G. Tilak
  9. Sri Aurobindo
  10. Bhagat Singh
  11. Colonialism, Caste Order and Tribal Movements
  12. Jyotiba Phule (1827-1890)
  13. E. V. Ramaswami Naicker
  14. Dr. B.R. Ambedkar
  15. Anti-Colonial Tribal Movements In India
  16. Introduction
  17. Swami Dayanand Saraswti, Swami Vivekananda and V.D. Savarkar
  18. Sir Syed and Ahmed Khan, Mohammad Iqbal, M.A. Jinnah and Abdul Kalam Azad
  19. Concept of Swaraj, Satyagraha and Critique of Western Civilization
  20. Sarvodaya and the Gandhian Alternative
  21. Gandhian Social Reform – Bhudan Movement
  22. Introduction
  23. Jawaharlal Nehru
  24. Subhash Chandra Bose
  25. Political Thought of JP and Narendra Dev
  26. Rammanohar Lohia
  27. Introduction
  28. Communists and the Indian National Movement (1925-47)
  29. M.N. Roy – Marxism and Radical Humanism
  30. Contemporary Marxist Thinking (Indian)
  31. Nationalism and Social Revolution – An Overview

EPS-06 Government and Politics in East and South East Asia

  1. Introduction to the East Asian Region
  2. Introduction to the South-east Asian Region
  3. Indians in South-east Asia
  4. Chinese in South-east Asia
  5. Revolution and Ideology
  6. Economic and Political Reforms
  7. Foreign Policy
  8. Historical Context- Nationalist Upsurge and Rise of Capitalism
  9. Politics- Structure and Processes
  10. Foreign Policy
  11. Evolution of Modern Korea
  12. Patterns of Political and Economic Development
  13. Foreign Policy
  14. Singapore
  15. Malaysia
  16. Philippines
  17. Indonesia
  18. Thailand
  19. Burma
  20. Vietnam
  21. Combodia
  22. Laos
  23. Patterns of Economic Development in Southeast Asia
  24. Patterns of Political Development in East and Southeast Asia
  25. Ethnicity and Nation-Building
  26. Dynamics of State and Civil Society in East and Southeast Asia
  27. Regional Co-operatian with Special Reference to ASEAN

EPS-07 International Relations

  1. Why Study International Relations? Scope and Approaches
  2. Some Concepts – Imperialism, Nationalism, Fascism, Revolution
  3. Some Concepts – State System, Power, National Interest, Security
  4. World War I – Clauses, Events and Consequences
  5. Bolshevik Revolution and its Impact
  6. World War II – Causes and Consequences (Emergence of Super Powers)
  7. Cold War – Meaning, Patterns and Dimensions
  8. Non-Aligned Movement
  9. Arms Race and Nuclear Threat
  10. Disarmament and Peace Movement
  11. Colonialism & Patterns of National Liberation Movements
  12. Features of Third World States
  13. The Gulf War
  14. Distintegration of the Socialist Bloc
  15. Perspectives on the Changing World Order
  16. Restructuring of the U.N. System
  17. Globalisation of the Economy – IBRD, IMF and WTO
  18. Regional Organisations – European Union, ASEAN, APEC, SAARC, OIC and OAU
  19. Environment and Sustainable Human Development
  20. Human Rights and International Politics
  21. Ethno-National Conflicts-Patterns and Dimensions
  22. International Terrorism
  23. Revolution in Communication Technology

EPS-09 Comparative Government and Politics

  1. Nature, Scope and Utility of Comparative Study of Politics
  2. Comparative Method and Strategies of Comparison
  3. Institutional Approach
  4. Systems Approach
  5. The Political Economy Approach
  6. Ideology, Social Bases and Programmes of National Movements
  7. Patterns of Anti-Colonial Struggles
  8. Dynamics of State Formation in Colonial Era
  9. Social Structures and Stratification
  10. Class Formation
  11. Social Bases of State Power
  12. Development Strategies
  13. Modes of Classification of Political Regimes
  14. Democratic and Authoritarian Regimes
  15. Civilian and Military Regimes
  16. Secular and Theocratic Regimes
  17. Organs of Government – Executive, Legislature and Judiciary
  18. Unitary and Federal Systems – Patterns and Trends in Federal Systems
  19. Republicanism
  20. Party Systems
  21. Pressure Groups
  22. Electoral Process
  23. Trade Union Movement
  24. Peasants
  25. Women’s Movement
  26. Environment
  27. Human Rights Movements
  28. Globalisation- Background and Features
  29. Impact of Globalisation on Developing Societies
  30. Globalisation and the Response of the Developing Countries

EPS-11 Political Ideas and Ideologies

  1. Understanding the Political
  2. Theorising the Political
  3. The Need for Political Theory
  4. Conceptions of Political Theory
  5. Political Arguments and Conceptual Analysis
  6. Indian Political Traditions
  7. The Confucian Tradition
  8. Arabic-Islamic Political Traditions
  9. Greek and Roman Traditions
  10. Western- Liberal and Marxist Traditions
  11. Meaning and Nature of the State
  12. Sovereignty
  13. State, Civil Society and Community
  14. Power and Authority
  15. Legitimacy
  16. Political Obligation and Revolution
  17. Rights and Citizenship
  18. Equality
  19. Liberty
  20. Justice
  21. Direct and Participatory Democracy
  22. Representative Democracy
  23. Socialist Democracy
  24. Individualism and Communitarianism
  25. Fascism
  26. Marxism
  27. Gandhism (Dharma, Swaraj, Sarvodaya and Satyagraha)
  28. State and Globalisation
  29. Secularism
  30. Development
  31. Disadvantaged and Affirmative Action

EPS-12 Government And Politics in India

  1. The Consequences of Colonialism
  2. Responses of Indian Society
  3. National Movement
  4. Emergence of New Classes
  5. The Making of Indian Constitution
  6. Basic Features
  7. Vision of Social Transformation
  8. Rights and Citizenship
  9. What it Means to be A Parliamentary Democracy
  10. Legislature
  11. Executive
  12. Judiciary
  13. Bureaucracy in India
  14. Nature of Indian Federalism
  15. Special Provisions for North-East, J&K, Etc
  16. Issues in Conflict and Cooperation in Indian Federalism
  17. Autonomy Movements and State Reorganisation in India
  18. Local Self-Government Institutions- Rural and Urban
  19. Nature of Party System in India
  20. National and Regional Parties
  21. Elections
  22. Caste, Class and Politics in India
  23. Coalition Politics
  24. Women
  25. Dalits
  26. Tribals
  27. Environment
  28. Workers and Peasants
  29. Globalisation and Liberalisation
  30. Secularism and Communal Challenge
  31. Democracy in Search of Equality
  32. Crime, Repression and Terror in Indian Politics

EPS-15 South Asia – Economy Society and Politics

  1. Struggle for Independence and Nationalism in South Asia
  2. Human Development Profile
  3. India in the Global Power Structure
  4. India in the Global Economic Order
  5. India and its Neighbours
  6. Political Structures and Processes in Pakistan
  7. Economy and Society in Pakistan
  8. Military in the Politics of Pakistan
  9. Political Structures and Processes in Bangladesh
  10. Economy and Society in Bangladesh
  11. Political Structures and Processes in Nepal
  12. Economy and Society in Nepal
  13. Economy, Society and Politics in Bhutan
  14. Political Structures and Processes in Sri Lanka
  15. Economy and Society in Sri Lanka
  16. Ethnic Accommodation in the Politics of Sri Lanka
  17. Economy, Society and Politics in the Maldives
  18. Human Rights
  19. Civil Society
  20. Challenges to Managing Pluralism in South Asia
  21. Liberalisation and SAPs
  22. Globalisation and the State
  23. Poverty Alleviation and Rural Development
  24. SAARC
  25. Dynamics of South Asian Security
  26. Nuclear Issues
  27. Resolution and Management of Conflicts

Index: MA Political Science

MPS-001 Political Theory

  1. What is political theory and why Study it
  2. Democracy
  3. Rights
  4. Liberty
  5. Equality
  6. Justice
  7. Idea of Duty
  8. Citizenship
  9. Sovereignty
  10. State and Civil Society-
  11. Power and Authority
  12. Legitimation and Obligation
  13. Civil disobedience and Satyagraha
  14. Political Violence
  15. Classical Liberalism
  16. Welfare State
  17. Libertarianism
  18. Marx,Lenin and Mao
  19. Lukacs, Gramsci and the Frankfurt School
  20. Socialism
  21. Conservatism
  22. Fundamentalism
  23. Nationalism
  24. Multi-Culturalism
  25. Fascism
  26. Feminism
  27. Gandhism and Pacifism
  28. Communitarianism and Civic Republicanism
  29. Political Theory in a Globalising World

MPS-002 International Relations- Theory and Problems

  1. Realist and Neo-Realist Approaches
  2. Liberal and Neo-Liberal Approaches
  3. Marxist and Other Radical Approaches
  4. Neo-Radical Approaches
  5. Post-Structuralist and Post-Modernist Approaches
  6. Feminist Approaches
  7. Environmental Approaches
  8. Worldviews from Asia, Africa and Latin America
  9. End of Cold War
  10. Post-Cold War Issues
  11. Emerging Powers
  12. Regional Groupings
  13. Globalisation
  14. International Inequities
  15. Elements of International Economic Relations
  16. Management of International Relations
  17. India in the New Global Order
  18. Right to Self-Determination
  19. Intervention-Invasion
  20. Nuclear Proliferation
  21. International Terrorism
  22. Role of Science and Technology in International Relations
  23. Inequality among Nations
  24. Global corporatism and state Sovereignty
  25. Human Rights and International Trade
  26. Changing Nature of American Power
  27. China as an Emerging Power
  28. Emergence of Central Asian Republics
  29. Ethnic Resurgence and ‘Identity’ Wars
  30. Aboriginal-Indigenous Movements
  31. Displacement of population- Intra-state and interstate
  32. Transnational Movements- Cultural and Civilization
  33. Role of NGOS
  34. The Concept of Justice in International Relations
  35. Human Security

MPS-003 India Democracy and Development

(It is a common course offered under IGNOU’s MA Socio and MA PubAD programs too, and provides lot of useful fodder material for General studies as well.)

  1. National Movement
  2. Development Models
  3. Constitution And Social Transformation
  4. Diversity
  5. Inequality
  6. Political Economy
  7. Economy-Structure And Growth
  8. Legislature
  9. Bureaucracy, Police, Army
  10. Judiciary
  11. Federalism
  12. Self Government
  13. Political Parties
  14. Workers And Peasents
  15. Media
  16. Interest Groups
  17. Caste, Regligion, Language
  18. Civil Society
  19. Human Development
  20. Gender
  21. Regional Imbalances
  22. Migration
  23. Environment
  24. Economic Reforms
  25. Religious Politics
  26. Ethnicity
  27. Democracy And Development-Assessment

MPS-004 Comparative Politics- Issues and Trends

  1. Comparative Politics- Nature, Significance and Evolution
  2. Comparative Approaches and Methods- System, Structural, Public Policy
  3. Comparative Approaches- Political Economy, Dependency and World Systems
  4. Theories of State
  5. State in Developing Societies- Asian, African and Latin American Experiences
  6. State – Civil Society Relations- Evolving Patterns
  7. Globalisation and State
  8. Regional Integration and State
  9. International Organisations and State
  10. Transnational – Multinational Corporations and State
  11. Nationalism- Approaches
  12. Forms of Nationalism
  13. Anti-Colonial Movements
  14. Nationality and Self-Determination
  15. State Building and Constitutionalism
  16. Ethnicity Politics and State
  17. Politics of Community Identities
  18. Ethnic Movements
  19. Political Regimes
  20. Bureaucracy
  21. Military in Politics
  22. Federalism- Patterns And Trends
  23. Parties and Party Systems
  24. Interest Groups, Pressure Groups And Lobbying
  25. Poverty and Human Development
  26. Gender and Development
  27. Environment
  28. Science, Technology and Politics
  29. Decentralisation and Participation
  30. Human Rights

MPSE-001 India and the World

  1. Evolution of India’s World-view
  2. Approaches to the Study of India’s Foreign Policy
  3. Objectives and Determinants
  4. Decision marking Institution
  5. Policy Development Process
  6. India’s Foreign Policy- An Overview
  7. U.S.A.European Union
  8. Russia, China and Japan
  9. India and its Neighbours
  10. India and South East Asia
  11. India and Central and West Asia
  12. India, latin America and Caribbean
  13. India-Africa Relations
  14. Politico-Security Issues-
  15. Economics Issues
  16. Social-Cultural Issues
  17. Political and Diplomatic Issues

MPSE-003 Western Political Thought (Plato to Marx)

  1. Significance of Western Political Thought
  2. Plato
  3. Aristotle
  4. St. Augustine & St. Thomas Aquinas
  5. Niccolo Machiavelli
  6. Thomas Hobbes
  7. John Locke
  8. Jean Jacques Rousseau
  9. Edmund Burke
  10. Immanuel Kant
  11. Jeremy Bentham
  12. Alexis de Tocqueville
  13. J.S. Mill
  14. George Wilhelm Friedrich Hegel
  15. Karl Marx

MPSE-004 Social and Political Thought in Modern India

  1. Pre-Modern Socio-Religous Political thought in India- The Diverse Strands
  2. Orientalist Discourse and Colonial Modernity
  3. Salient Features of Modern Indian Political Thought
  4. Early Nationalist Responses- Rammohan Roy, Bankim Chatterjee Saraswati Phule
  5. Moderates and Extremists- Dadabhai Naoroji, MG Ranade and BG Tilak
  6. Hinduism- Swami Vivekananda and Sri Aurobindo Ghosh
  7. Hindutva- VD Savarkar and MS Golwalkar
  8. Muslim Thought- Sir Syed Ahmed Khan, MohaIqbal, Maulana Maudoodi and Jinnah
  9. Nation and Identity Concerns- EV Naicker, Nazrul, Pandita Ramabai, Jaipal, Kahn Singh
  10. MK Gandhi
  11. Jawaharlal Nehru
  12. BR Ambedkar
  13. Rabindranath Tagore
  14. Communist Thought- MN Roy and EMS Namboodiripad
  15. Socialist Thought- Rammanohar Lohia and jayaprakash Narayan

MPSE-006 Peace and Conflict Studies

  1. Peace and Conflict Studies- Nature and Scope
  2. Conceptual Analysis of Peace and Conflict
  3. Nature and Forms of Conflict- Intra-state, Inter-state and Global
  4. Theories of War
  5. Types of War- Conventional War, Limited War and Nuclear War
  6. Types of War- Revolutionary Civil War, Guerrilla  Insurgency Insurgency, Proxy Asymmetrical Terrorism
  7. UN System- Pacific Settlement of Disputes
  8. UN System- Peacekeeping, Peacemaking and Adjudication
  9. Disarmament and Arms Control
  10. Confidence Building Measures
  11. Conflict Management and Conflict Resolution
  12. Functional Approaches and Regionalisrn
  13. The Gandhian Approach
  14. Human Security
  15. Peace Research and Peace Movements

MPSE-007 Social Movements and Politics in India

  1. Social Movements- Meanings, Significance and Importance
  2. Approaches to Study Social Movements- Liberal, Gandhian and Marxian
  3. Classification of Social Movements Including New Social Movements
  4. Democratisation and Changing Nature of Indian Society
  5. Globalisation and Social Movements
  6. State, Market and Social Movements
  7. Dalit Movement
  8. Backward Class Movement
  9. Ethnic Movements with Special Reference to Tribals
  10. Women’s Movements
  11. Regional Movements
  12. Religious and Communal Movements
  13. Agrarian Movements
  14. Working Class Movement
  15. Fisher Folks’ Movement
  16. Environmental and Ecological Movements
  17. Social Movements and Democracy- An Assessment

MPSE-008 State Politics in India

  1. Development of State Politics in India
  2. Frameworks for Analysis
  3. Nature of Indian Diversities and Nationalist Responses
  4. States in the Constitutional Scheme
  5. Development of State System
  6. Elections and Electoral Politics
  7. Political Parties and Party Systems
  8. Patterns of dissent and Protest Movements in Indian states
  9. Developmental Issues and Regional Disparities
  10. Agrarian Transformation and Land Reforms
  11. Industry and Labour
  12. Globalisation and Liberalisation- Implications for State Politics
  13. Inter-state Disputes- Water and Territorial Boundaries
  14. Patterns of Communal Politics
  15. Assertion of Dalits and Backward Castes
  16. Linguistic and Ethnic Minorities in State Politics
  17. State Autonomy Movements in India

MED-002 Sustainable Development- Issues and Challenges

  1. What is Sustainable Development
  2. Parameters of Sustainable Development
  3. Approaches to the Study of Sustainable Development
  4. Issues and Challenges
  5. Natural Resource Exploitation
  6. Patterns of Industrialisation
  7. Global and Regional Dimensions
  8. State Initiatives
  9. Regional Initiatives
  10. Global Initiatives
  11. Community Knowledge
  12. Cooperation and Partnership

MED-008 Globalisation Environment and Development

  1. Environmental Dimensions of Globalisation
  2. Environmental Calamities
  3. Man-made Disasters
  4. MNCs, TNCs and Developing Countries
  5. International Summits and Declarations
  6. International Environmental Laws and Agreements
  7. Role of the United Nations Agencies
  8. Environment in Multilateral Perspectives
  9. South Asian Response to Environmental Concerns
  10. Non-Governmental Agencies Initiatives

Official UPSC Syllabus Pol.Sci. Paper 1

Political Theory and Indian Politics:

  1. Political Theory: meaning and approaches.
  2. Theories of the State: Liberal, Neoliberal, Marxist, Pluralist, Post-colonial and feminist.
  3. Justice: Conceptions of justice with special reference to Rawl’s theory of justice and its communitarian critiques.
  4. Equality: Social, political and economic; relationship between equality and freedom; Affirmative action.
  5. Rights: Meaning and theories; different kinds of rights; concept of Human Rights.
  6. Democracy: Classical and contemporary theories; different models of democracy – representative, participatory and deliberative.
  7. Concept of power, hegemony, ideology and legitimacy.
  8. Political Ideologies: Liberalism, Socialism, Marxism, Fascism, Gandhism and Feminism.
  9. Indian Political Thought : Dharamshastra, Arthashastra and Buddhist traditions; Sir Syed Ahmed Khan, Sri Aurobindo, M.K. Gandhi, B.R. Ambedkar, M.N. Roy.
  10. Western Political Thought: Plato, Aristotle, Machiavelli, Hobbes, Locke, John S. Mill, Marx, Gramsci, Hannah Arendt.

Indian Government and Politics:

  1. Indian Nationalism:
    1. Political Strategies of India’s Freedom Struggle: Constitutionalism to mass Satyagraha, Non-cooperation,
    2. Civil Disobedience; Militant and revolutionary movements, Peasant and workers’ movements.
    3. Perspectives on Indian National Movement: Liberal, Socialist and Marxist; Radical humanist and Dalit.
  2. Making of the Indian Constitution: Legacies of the British rule; different social and political perspectives.
  3. Salient Features of the Indian Constitution:
    1. The Preamble, Fundamental Rights and Duties, Directive
    2. Principles; Parliamentary System and Amendment Procedures; Judicial Review and Basic Structure doctrine.
  4. Principal Organs of
    1. The Union Government: Envisaged role and actual working of the Executive, Legislature and Supreme Court.
    2. Principal Organs of the State Government: Envisaged role and actual working of the Executive, Legislature and High Courts.
  5. Grassroots Democracy: Panchayati Raj and Municipal Government; significance of 73rd and 74th Amendments; Grassroot movements.
  6. Statutory Institutions/Commissions: Election Commission, Comptroller and Auditor General, Finance Commission, Union Public Service Commission, National Commission for Scheduled Castes, National
    1. Commission for Scheduled Tribes, National Commission for Women; National Human Rights Commission, National Commission for Minorities, National Backward Classes Commission.
  7. Federalism: Constitutional provisions; changing nature of centre-state relations; integrationist tendencies and regional aspirations; inter-state disputes.
  8. Planning and Economic Development : Nehruvian and Gandhian perspectives; role of planning and public sector; Green Revolution, land reforms and agrarian relations; liberalilzation and economic reforms.
  9. Caste, Religion and Ethnicity in Indian Politics.
  10. Party System: National and regional political parties, ideological and social bases of parties; patterns of coalition politics; Pressure groups, trends in electoral behaviour; changing socio- economic profile of Legislators.
  11. Social Movements: Civil liberties and human rights movements; women’s movements; environmentalist movements.

Official UPSC Syllabus Pol.Sci. Syllabus Paper 2

Comparative Political Analysis and International Politics

  1. Comparative Politics: Nature and major approaches; political economy and political sociology perspectives; limitations of the comparative method.
  2. State in comparative perspective: Characteristics and changing nature ofthe State in capitalist and socialist economies, and, advanced industrial and developing societies.
  3. Politics of Representation and Participation: Political parties, pressure groups and social movements in advanced industrial and developing societies.
  4. Globalisation: Responses from developed and developing societies.
  5. Approaches to the Study of International Relations: Idealist, Realist, Marxist, Functionalist and Systems theory.
  6. Key concepts in International Relations: National interest, Security and power; Balance of power and deterrence; Transnational actors and collective security; World capitalist economy and globalisation.
  7. Changing International Political Order:
    1. Rise of super powers; strategic and ideological Bipolarity, arms race and Cold War; nuclear threat;
    2. Non-aligned movement: Aims and achievements;
    3. Collapse of the Soviet Union; Unipolarity and American hegemony; relevance of non-alignment in the contemporary world.
  8. Evolution of the International Economic System: From Brettonwoods to WTO; Socialist economies and the CMEA (Council for Mutual Economic Assistance); Third World demand for new international economic order; Globalisation of the world economy.
  9. United Nations: Envisaged role and actual record; specialized UN agencies-aims and functioning; need for UN reforms.
  10. Regionalisation of World Politics: EU, ASEAN, APEC, SAARC, NAFTA.
  11. Contemporary Global Concerns: Democracy, human rights, environment, gender justice, terrorism, nuclear proliferation.

India and the World

  1. Indian Foreign Policy: Determinants of foreign policy; institutions of policy-making; continuity and change.
  2. India’s Contribution to the Non-Alignment Movement: Different phases; current role.
  3. India and South Asia:
    1. Regional Co-operation: SAARC – past performance and future prospects.
    2. South Asia as a Free Trade Area.
    3. India’s “Look East” policy.
    4. Impediments to regional co-operation: river water disputes; illegal cross-border migration; ethnic conflicts and insurgencies; border disputes.
  4. India and the Global South: Relations with Africa and Latin America; leadership role in the demand for NIEO and WTO negotiations.
  5. India and the Global Centres of Power: USA, EU, Japan, China and Russia.
  6. India and the UN System: Role in UN Peace-keeping;demand for Permanent Seat in the Security Council.
  7. India and the Nuclear Question: Changing perceptions and policy.
  8. Recent developments in Indian Foreign policy: India’s position on the recent crisis in Afghanistan, Iraq and West Asia, growing relations with US and Israel; vision of a new world order.

For more downloads, visit

Online Course Strategies

1) Prove you are not a dog (be a presence)
2) Don’t lecture — talk
3) First two weeks critical
4) Create meta-videos (how the course works; technologies to be used)
5) Think Fluid – length based on topic and audience attention (20 minutes)
6) Think scaffolded assignments (even for interaction)
7) Give lots of feedback (even canned)
8) Redundancy and Remindancy
9) Make contact
10) Establish your comfort zone for contact and keep it.
11) Be playful
12) Be visual


A good first assignment –for all online courses– is to have students do introductions. They can be general “tell others in the course about yourself” or have a more specific set of questions that elicit students’ interests and prior knowledge of the course subject. The students can post in an Angel or Desire2Learn forum so that the introductions can be read by the class but not made public. Online courses often see attrition due to lack of a sense of being part of a class. Having students do simple things like introductions, explaining their interests in history, or their interests in the specific topic of the class helps them to feel more connected.

The first two weeks of the course are critical for class retention, and often having “canned” encouraging emails sent out regularly in the first few weeks can be of great value. A generalized response to the introductions that can either go to the whole class or personalized with a reference to a few words in the introductions (in smaller classes) can greatly help.

In general, having a number of short forum assignments at the beginning of a course can be quite beneficial. For these assignments, you can have a portion of the class post a brief response to a reading, a review of a web site, a response to an issue, and so on, while others in the class comment on the responses.

The key is to not feel obligated to grade or read all of the responses, but treat them more as class discussion and participation. “Spot” reading of the responses can help instructors to see how well students are understanding materials and help to catch those students (and prod them with an email or two) who are not participating.

However, one does need to balance and not be too burdensome with participation assignments; nor have too small of a window for responses.

Both Angel and Desire2Learn have good discussion (forum) platforms (On the whole, D2L is less clunky in all respects and much faster than Angel). But you can also use online resources for class interaction such as Piazza (

To encourage collaborative writing. Instructor can identify a series of themes. Number of themes could depend on number of students enrolled in course. Ask students as a group to compile a Wikipedia or blog entry on theme of choice.

You could let students know that the assignments could possibly be used to contribute towards an electronic reader, or a resource-based reader on a public history site maintained by the department. Or they can post on a public blog. Entries can be of any length but generally group blog posts tend to work well at 500 – 750 words. They can be more formal and include citations and bibliography at the end.

Blog posts, individually or as a group, form or informal, can be a great way for students to turn in work or participate in the class. While you can have students sign up for and blog on your course site, a simpler and better solution is to have students use any one of a number of free blog services ( Students can use tools like, for example, to create their own blog ( (individual or group) that focuses on an historical theme, event, movement, person, etc.

While many see Wikipedia as a dubious resource, historians can use this to their advantage by having students work on an entry on either a new topic or a more established topic. The class can set about trying to improve the accuracy and historical fullness of particular Wikipedia entries.

Scaffolded assignment using Google Docs ( One trick that I have found that has made commenting on student work and allows me to avoid Angel dropbox, is to use the MSU instantiation of Google Docs. Students share a particular Google Doc with me and post their work in it. When work is due, I can go to the Google Doc and write comments.

This also allows one to scaffold assignments, break them into manageable parts. Students can, for example, start by collecting sources in the doc; they can then do reviews of the sources; They can then do a draft of an assignment; they can then review a fellow student; and then finally do a final draft. Any one stage of a scaffolded assignment can be graded or commented upon or simply checked off for being done.

Students can work in groups. Almost any assignment can be broken into parts. Scaffolding assignments helps to keep students engaged by giving them more manageable tasks. It also helps one to avoid getting paper mill work – plagiarism.

More Assignments. Any of the following could be formulated for forums, blog posts, scaffolded assignments, or more traditional drop box Word docs.

Article review. Instructor identifies a series of themes. Students are asked to find an article that meets specific scholarly criteria, as identified by instructor (e.g published in reputable journal, draws on primary source materials or draws on both primary and secondary sources, is at least 10 pages in length excluding the bibliography, etc. etc.). Write a 1 or 2 page review that includes a short summary, and a critical analysis that draws in other readings from the course.

Archive Review: Identify an online archive for review, as in the following example from

For a class, students can look at topic specific archives or find within larger archives, materials appropriate for a particular class.

As per this example, students can be asked to use selected narratives, interviews, footage, or images to construct a “document-based question” for fellow students to answer

Been Here So Long: Selections from the WPA American Slave Narratives
Dick Parsons.
These three lessons use the American Slave Narratives gathered between 1936 and 1938 by journalists and other writers employed by the Federal Writers Project, part of the New Deal’s Works Progress Administration (WPA).

The site supplies 17 narratives for student use and also provides information on online and printed sources for additional narratives (approximately 2,300 were collected). The lessons ask students to explore the slave narratives to gain an understanding of the experiences of African Americans in nineteenth-century America and to consider the nature of oral history and personal narratives as historical evidence.

One lesson requires students to use selected slave narratives to construct a “Document Based Question” for fellow students to answer. The lessons are accompanied by an essay on “The Ex-Slave Interviews in the Depression Cultural Context.” This activity comes from the New Deal Network Web site.

Using primary source documents, examine the impact of particular historical events / episodes on people’s lives. Rich online archives provide excellent resources for setting students up to do “historical work” of digging into archives. Alternatively, sets of primary documents can be assembled online and ask students to support or refute particular stances with evidence from the documents. A particularly rich example of this can be found with the Great Unsolved Mysteries in Canadian History (
Significant Event
Identify a significant event or publication in your discipline. Have students ascertain the important people, impact, etc., involved by consulting a variety of library resources. Probably a good idea to keep the event/publication broad: The lunar landing, discovery of penicillin, Silent Spring, the rock opera Hair, the advent of the assembly line, etc. Suggested library resources will depend on the event, but lends itself neatly to reference tools. (Adapted from Term Paper Alternatives.
Liberal and Conservative

Contrast two journal articles or editorials from recent publications reflecting conservative and liberal tendencies. (Consult Cannell Library’s handout, “A Selective List of Liberal and Conservative Periodicals.”) It might be interesting to carry out this exercise again using publications from the late 1960s.
(Adapted from Term Paper Alternatives.
Popular and Scholarly

Provide students with a popular and a scholarly article on the same topic. (Or, alternatively, have students locate two articles on their own.) Students will use a prepared checklist to analyze the two types of publications and learn the distinguishing characteristics.

Popular and Primary
Students will find a short article in the popular press and locate the original research article [primary source] on which the popular article was based. Students will analyze the relationship between the popular article and original research, and critique the popular article with regard to its accuracy.

Update the Literature
Ask students to update a literature review done about five years ago on a topic in the discipline. They will have to utilize printed and electronic resources to identify pertinent information.

Update a Web Directory
Students will select a topic directory from the Cannell Library web site. Students will look at each of the recommended sites, then locate five more sites on the same topic that they determine should be added. For each site they recommend, students will complete a web page evaluation worksheet and write a short evaluation. Alternatively, students can locate their own directory to update, rather than using one from the library’s page.

Analyze Case Studies
Bring in case studies for students to read (for example, I will put a case example of sexual harassment on an overhead). Have students discuss and analyze the case, applying concepts, data, and theory from the class. They can work as individuals or in groups or do this as a think-pair-share. Consider combining this with a brief in-class writing assignment.

Mini-research Proposals or Projects
Have the students work on designing a research study on a topic from the class. In some situations, you may be able to have them collect data during class time (observe some situation or give out some short surveys) or you may have them doing this as part of an outside-of-class project. Either way, have students present their research in a class research symposium similar to what we do at professional meetings. Invite other faculty and students.

Analyze Information Sources
Have students locate three sources—one an article published in a popular magazine, one an article in a refereed scholarly journal, one a web site—and have them analyze the sources in terms of language used, evidence presented for claims, qualifications of the author, and purpose.

Culture Shifts
This one uses the New York Times Historical database. Have students select a topic or an issue and examine it across time by locating articles in the New York Times for this year, 25, 50, 75, and/or 100 years ago. In addition to gaining an understanding of the shifts in language (and the need to brainstorm keywords) students can study the different approaches to the issue and the ways in the issue reflect the values and assumptions of the time. This exercise can be expanded by having students expand their knowledge of the different time periods with chronologies and other reference books.
Create an AnthologyUsing the book catalog and databases, have students compile an anthology or reader of works on a theme or topic. Students will write critical introductions to the selections they have chosen. This exercise is good for teaching providing students practice with selecting particular sources out of many and relating pieces to a whole.
(Adapted from

Compile an anthology of readings by one person. Have students include an introduction with biographical information about the author, and the rationale for including the works [justify with reviews or critical materials].
Secondary Source Comparison
Provide the class with primary sources that recount an event that is open to more than one interpretation. Then have students locate and critique secondary source explanations of that event. Have students examine differences in secondary sources and relate these to their own interpretation of the available evidence. (Students are often surprised to find secondary sources tell the same story differently.)

Document an Editorial Have students examine an editorial and discuss what evidence would need to be provided to turn it into an academic argument for a scholarly audience. Have the class locate and analyze evidence and write a response to the editorial based on their new knowledge.

Glossary Exercise Have students maintain a list of words related to the topic of the class (from lectures, the textbook, readings). Using words on the list students create an annotated glossary, for which they provide documented definitions for each of the words. The instructor can set a minimum number of words and sources (i.e. forty words from at least 10 different sources). Sources can include general and subject-specific dictionaries, people, web sites, a whole book on the topic, an article on the topic, etc.)
One of Kitty’s favorites from an Intro to Research Class

Annotated Bibliography
Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations
· produce the annotated bibliography in the form of a web page
· Have students work in groups to compile a large annotated bibliography and present/defend their selections to the class.

Topic Across Sources
Select a topic and compare how that topic is treated in two to five different sources.

Journal Analysis
Analyze the content, style, and audience of three journals in a given discipline.

Birthday Exercise
Locate primary sources on/or near the date of your birth. You may use one type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Web Site Evaluation
Students select a web site and evaluate it using a checklist, such as the W5 for W3 web site evaluation and checklist. As a variation, have students locate three websites on the same topic, and after completing the worksheet, have them write a short paper describing each site and ranking them in order of quality.

Teach the Class
Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out “who’s doing what where” in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.

Follow the Policy
Have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?

Internet & Search Engines Choose a topic of interest and search it on the Internet. Cross reference several search engines. Select and evaluate x number of web sites; select a specified number to include on an annotated bibliography. As with a research paper, students will have to narrow and broaden accordingly. Students summarize the experience by describing the experiences in different search engines, overall coverage of the topic, best keywords, etc.
(Adapted from

Write Your Own Exam
Write an exam on one area; answer some or all of the questions (depending on professor’s preference). Turn in an annotated bibliography of source material, and rationale for questions.

All But the Research Paper
Conduct the research for a term paper. Do everything except write it. Students submit a clearly defined topic, an annotated bibliography of useful sources, an outline of a paper, a thesis statement, and an opening paragraph and summary.
Examine Coverage of a Controversial Issue

Examine the treatment of a controversial issue in several different sources such as newspapers, books, magazines, scholarly journals, and web sites. Write a paper that presents a balanced point of view on the issue or ask the students to take a position based on the information.
Purpose: Gives them experience in locating different kinds of sources and selecting from a large volume of references. Emphasizes that there are multiple perspectives on any issue and stresses the importance of making informed decisions.

Finding Supporting Information
Give the students an article to critique. Have them locate two sources (other articles, web sites) which support (or not) the points made in the original article. Purpose: Gives the students an opportunity to understand the importance of using more than one source when gathering information.

Have students choose any issue that has been the subject of protest or propaganda at any time in the past 500 years in any part of the world. Then write a paper detailing the issues of the protest/propaganda, putting the issues in the context of some sort of text or object. The text/object can be a film; a literary or musical work; a poster; a pamphlet; a sculpture or painting; a building; a symbolic act; or a historical moment. The overarching questions to address in the paper are: What historical forces — technological, political, cultural — brought this protested issue or point of propaganda to a critical point at the moment you are looking at?
What are the specific arguments being raised in the protest or propaganda? How does your object/text embody these historical forces and detailed arguments?
(World Civilizations Prehistory to 1500 assignment, from

Create a Pathfinder
Students select a topic and create a guide to researching the topic. The pathfinder is not an exhaustive list of source, but the steps on could follow to locate information in a variety of sources, plus a sample of sources each resource would yield. This assignment will help students understand the organization of traditional reference information as well as Internet reference information and its organization. . The pathfinder would include the following: Topic & summary; Subject Headings; tools (book catalog, indexes, newsgroups, etc.) with two sources from each.

Poster Session
Students research a topic and present it as a poster which other students will use to learn about the topic. Provides the opportunity to conduct a search and forces the students to express the important points succinctly.
(Adapted from

Journals in a Discipline
Assignment: How many journals are published in a given field? Identify [with professor’s help] journals “basic” to the discipline. Compare and contrast them. Analyse their content, tone, audience and impact. Purpose: Emphasizes the importance of journal literature. Makes the point that journals differ in approach and perspective.

Finding Suitable Information
Assignment: Give the students a set of Web pages to look at. Have them note any reasons why these pages are, or are not appropriate for university level student research or for in-class use.
Purpose: A source that is useful in one instance, may not be useful in all instances. Either scholarly or popular sites might be appropriate depending on the requirements of the class assignment.
Museum exhibit design (with artifact list, visitor walk-through plan, keyed to mission statement of an existing museum
Local history or heritage walk analysis.

Grant proposal or funding request for a history-related project
Design public lecture series on an issue related to the course (select speakers, topics)
Document-based exercise requiring an inventory of a document set, generating 3 questions from the set, then developing an essay to answer one of those questions using the docs
Design a traveling trunk, including artifact list, lesson plan
Plan an oral history collection project for a local nursing home, assisted care facility, veterans hospital/home
Sketch an article proposal for a major national publication (one student wrote the precis for an article on native american graves and repatriation issues to be submitted to THE ATLANTIC).
Choose an issue and imagine 10 primary sources that would constitute “smoking gun” evidence for researchon that issue, then compare/contrast those imagined sources to 10 existing sources.
map an issue. One student in a western civ class I taught drew a map of the Roman empire based on two variables: the sources of animals for the games and the sources of hard coin, and actually found some (perhaps coincidental) correlations with the Roman road system.



Leave a Reply

Your email address will not be published. Required fields are marked *