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John Keats Romanticism In Poems

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John Keats Romanticism In Poems

John Keats Romanticism In Poems

Keats was probably the best bloom of the Romantic Movement. His virtuoso bloomed under the sentimental breeze and developed under the daylight of elegance. My style isn’t just implied by the English elegance of the school of Pope yet a certifiable style of old Greece. In Keats’ developed verse, there is an agreeable mixing of sentimental zest with old-style limitations. We are not rehashing the sentimental parts of Keats’ verse here as we have just explained previously.

John Keats Romanticism

Association of Classicism and Romanticism

Keats determined or rather retained old-style soul from its unique source Greek folklore and Greek verse. He didn’t have a clue about the Greek language, yet he was a Greek in temper and soul. He looked with an agnostic enjoyment, similar to the old Greeks, at the wonders and wonders of nature. Nature was alive to him and this temper-half love, half bliss, this living reasonableness, this intensity of seeing everything with a kid’s wonder and absent-mindedness was the temper of Keats, as it was the temper of the Greeks. Keats once more had an enthusiasm for magnificence like the agnostic Greeks. Henceforth when he initially made colleagues with Homer through Chapman’s interpretation, he shouted out in “wild deduce” probably the best work.

Keats, in the antiquated Greek way, made his folklore of nature. Harvest time to him isn’t just the season of fogs and smooth productivity, yet is bursting at the seams with a soul and character:

Who hath not seen thee oft in the midst of thy store?

Once in a while whoever looks for abroad may discover

Thee sitting imprudent on a storehouse floor

Thy hair delicate lifted by the winnowing wind:

Or on the other hand on a half-harvested wrinkle sound snoozing,

Drowsed with the smoke of poppies, while thy snare

Save the following area and all its twined blossoms:

What’s more, at times like a gleaner however dost keep

Consistent thy loaded head over a creek;

Or on the other hand by a juice press, with patent look,

Thou watchest the lost oozings step by step.

The Greeks were admirers of magnificence in the entirety of its structures and their works were set apart by excellence, agreement, and request. The incredible nature of Greek verse was its lucidity, solidarity, and simply feeling of extent. There is no need or lack of creative mind or motivation in Greek verse, yet it was rarely free or sloppy, a wide range of luxuries was controlled by a feeling of request and limitation. Request and limitations were accordingly the basic components of elegance; though suddenness and opportunity are the very pith of sentimentalism. The sentimental writer submits to no standard however the incomparable direction of his creative mind, thus crafted by the sentimental people is frequently set apart by detachment and lavishness.

Keats’ previous verse had these deficiencies yet in the Odes, he affected an agreeable relationship between these two obviously opposing components old style request and sentimental immediacy, old style limitation, and sentimental opportunity.

Similarly, as Keats drew motivation from medieval legends so he found an endless wellspring of wonderful motivation in Greek folklore. A large number of his sonnets owe their reality to the last source Endymion, Lamia, and Hyperion. Also, his Ode on a Grecian Urn, however sentimental in its desire, is altogether Greek in the soul. The excellence of workmanship takes the creative mind past the restrictions of thought to a universe of time everlasting.

Thou, quiet structure, dost coax us out of thought,

As doth time everlasting.

This is a sentimental temper. At that point comes Greek thought fortified by the energy of Keats, the possibility of personality excellence with the truth. To the Greeks nothing was the truth

What means Sensuousness In Keats’s Poetry?

John Keats As A Greek Poet

By
AQ Team (Hate War Love Peace)
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4924
John Keats As A Greek Poet

John Keats As A Greek Poet

The word’ Hellenism’ is gotten from the word ‘Hellenes’ Which implies Greek. ‘Hellenism’ in this manner represents Greek culture and the Greek soul.

Greek effect on Keats from three sources the instinctual ‘Greekness” of his psyche.

Shelley once stated: ‘Keats was a Greek’. In what sense was Keats the Englishman, a Greek? Keats didn’t have the foggiest idea about the Greek language, and subsequently had no chance of perusing Greek writing of knowing the slightest bit about Greek traditions and lifestyles.

John Keats As A Greek Poet

Still, Keats was Greek in temper and soul. John Keats As A Greek Poet the Greek impact came to him through his perusing of

  • (I) interpretation of Greek works of art and
  • (ii) Lempriere’s Classical Dictionary, and
  • (iii) through the Greek model,

however more significant than these three sources were his own inclination and nature.

One of his companions loaned him a duplicate of Chapman’s interpretation of Homer. He was interested in the new universe of miracles and Keats portrayed its impact upon him in the celebrated work, On First Looking into Chapman’s Homer. He felt as if he terrible found another planet.

At that point felt I like some watcher of the skies,

At the point when another arrangement: swims into his ken.

His investigation of Lempriere’s Classical Dictionary completely familiar him with the Greek folklore; and he adored all of it, and unreservedly utilized it in his verse. The accounts of Endymion, Lamia, and Hyperion depend on Greek legends. In his Ode to Psyche and On a Grecian Urn, the subjects are avowedly Greek, and the artist while communicating his enthusiasm for excellence transports himself in his creative mind to the times of old Greeks.

The third source is the Greek model. His piece On Seeing the English Marbles shows his enthusiastic response to the designed “ponders” of antiquated Greece. He felt in them the quiet ‘glory’ of Greek craftsmanship, its balance, and effortlessness, and finally, feeling of extent, its subjection of parts to the entirety. The bits of the figure were clearly in Keats’s brain when he was composing the Ode on Indolence and the Ode on a Grecian Urn.

In any case, the most significant factor is Keats’ Hellenism was his own Greek temper—the inborn inconsistent Greekness of his psyche. Keats cherishes magnificence like the Greeks.

The Greeks were admirers of magnificence, as is Keats. To him, with respect to the Greeks, the statement of excellence is the point of all workmanship, and magnificence for Keats and Greeks isn’t only physical or scholarly or otherworldly yet speaks to the fullest advancement of such makes for human flawlessness. It was the flawlessness of perfection in Greek workmanship that captivated Keats, and it was the excellence and shapeliness of the figures of the Grecian Urn that began the innovative drive which made the incomparable Ode.

The natural Greekness of Keats’ brain lies in his energetic quest for excellence, which is the very soul of his verse. It is a temper of unruffled delight, of sharp exotic satisfaction in excellence. To him, a wondrous thing is a delight until the end of time. His energy for magnificence finds a solid articulation in his Ode To Psyche :

Indeed, I will be thy minister and construct a fane

In some untrodden locale of my psyche,

Where extended musings, new developed with wonderful agony

Rather than pines will mumble in the breeze.

Far, far around will these dim grouped trees.

Fledge the wildridged mountains steep by steep,

What’s more, there by Zyphyrs, shouts and feathered creatures and honey bees

The greenery lain Dryads will be fulled to rest.

The Greeks didn’t trouble their verse with theory or otherworldly messages. Their verse was a manifestation of magnificence and existed for itself. Essentially Keats was a good writer. He appreciated unalloyed delight in nature, which for him didn’t convey any philosophical or profound message Keats knew nothing of Shelley’s excitement for mankind or his energy for changing the world. John Keats As A Greek Poet his verse had no substantial plan, it existed by its privilege of magnificence. For Keats, the feeling of excellence conquered each other thoughts.

Mixing of Hellenic or Classical limitations with Romantic opportunity. In this manner “there was in Keats the quickest sense and happiness regarding magnificence, and this gave him an individual inclination with the Greek bosses.” But it was one side of Greek workmanship he saw. He saw its excellence, yet he didn’t see its immaculateness, its patience, and its extreme refinement. His sonnets notwithstanding La Belle, the Odes, and the Hyperion pieces are described by over-refinement and detachment. They have sentimental fervency, yet need old-style seriousness. It is in the Odes that we discover a combination of sentimental drive with old-style seriousness. Here we notice Keats’ feeling of structure, immaculateness, and organization.

The Odes show an astounding feeling of extent in the Greek way and present a very much planned advancement of thought. They have a nearby surface and are set apart by serious limitations, and yet they have all the suddenness and opportunity of a creative mind that describes sentimental verse.

In his Ode to a Nightingale, the richness of his extravagant diverts him a long way from the fever and fret of the world to a fairyland, where the tune of the songbird can be heard through “enchanted enchantment casements opening on the oceans”. He is diverted by his innovative drive, however his aesthetic sense before long wins. The richness of his extravagant doesn’t visually impair him to his old-style feeling of structure and request. He understands that “extravagant can’t cheat so well as she is acclaimed to do,” and he. comes back to the universe of real factors:

Miserable; the very word resembles a ringer

That dolls me once again from thee to my sole self.

Therefore we find here a glad mixing of the sentimental zest with Greek limitation of sentimental opportunity and traditional seriousness.

John Keats As A Greek Poet has a Greek in his way of embodying the forces of nature. The demeanor of the old Greeks in the presence of nature was one of untainted marvel and euphoria, and they characterized the forces of nature. This innovative mentality of the Greeks made their “delightful folklore”. They felt the nearness of Proteus in the ocean, of Dryads in the trees, and of Naiads in the streams. Keats’ instinctual great time with the nearness of nature drove him to the core of Greek folklore. What the Greeks felt, Keats additionally felt.

The rising sun for Keats isn’t a chunk of fire, yet Apollo riding his chariot. He considers the to be the goddess with a silver bow coming down to kiss Endymion. Truth be told, the universe of Greek agnosticism lives again in the verse of Keats, with all its erotic nature and delight of life, and with all the miracle and enchantment of the regular world, Autumn to Keats isn’t just a period of fogs and smooth productivity, yet a heavenly nature fit as a fiddle. Pre-winter now and then shows up as a harvester:

Sitting reckless on the storehouse floor,

Thy hair delicate lifted by the winnowing wind: .

Some of the time, as a collector, sound snoozing on a half procured wrinkle, or as a gleaner, steadying the loaded head over a creek. This is the run-of-the-mill mentality of the Greeks, who credited human characteristics and shapes to divine beings and diving beings. The Pan of Greek fantasy was half human anybody meandering in the stunning woods, may hope to meet him playing on his channel. The Pan of Keats’ tribute is likewise half human, and he sits by the riverside or meanders at night in the fields and knolls.

Conclusion

The characteristics and normals of Keats’ Hellenism or “Greekness” might be in this manner summed up:

  • (1) his adoration for excellence and his unconstrained reaction to it in all structures.
  • (2) his agnostic gets a kick out of Nature and the physical side of life.
  • (3) his way of exemplifying the marvels of Nature.
  • (4) his enthusiasm for the topic of the old Greek scholars, and in Greek folklore.

Escapism in Keats poetry

By
AQ Team (Hate War Love Peace)
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2625
Escapism in Keats poetry

Escapism in Keats’s poetry, “A wondrous thing is a delight forever”— was his long-lasting statement of faith of Keats. There was never a more fervent admirer of magnificence than Keats. In any case, did his affection and quest for excellence cause him to disregard the real factors of life? In one of his sonnets -he talks about Sleep and Poetry, and he will initially dive into the Valley of Flora and Pan. (which means the universe of magnificence liberated from torment and offensiveness) and afterward, he puts the inquiry, ‘Can I at any point offer these delights, goodbye?’ Then comes the appropriate response,

‘Yes I should say goodbye to these delights

Yes I must pass them for a nobler life
Where I must find the agonies, the strife
Of human hearts.

These are not the expressions of a dreamer. Yet, did Keats follow this perfect life, which he chalked out from the get-go in his idyllic profession?

Escapism

At the time of Keats

Keats was conceived when entire Europe was shaken by the thoughts of insurgency, and he experienced childhood in this air, however in his verse these thoughts never discovered articulation. All the writers of Keats’ time were impacted by the thoughts and goals of the French Revolution.”The likelihood that alerts the fiery vitality of Wordsworth: Coleridge, that blended the wildness of Scott, that worked yeast on Byron and conveyed new issue, that She re-clothed and made into a premonition of things to come enthusiasm, the-disturbance the life and passing battle assembled round the Revolution were overlooked unrepresented by Keats. In Keats the thoughts. Unrest has vanished. He has, disregarding a couple of entries and till an incredible finish of his profession, no Vital intrigue in the current none in man, all in all, none in the political development of the human idea, none later on for humankind none in freedom, equity or brotherhood, no enthusiasm for anything besides magnificence.” Thus as per Stoppard Brooke. Keats was so distracted with excellence that he turned a visually impaired eve to the facts of life around him. But John Keats As A Escapist is not proved by these.

No progressive belief system

The facts confirm that his verse doesn’t communicate the progressive thoughts of his time, as Shelley’s verse does. Yet, Keats was not a progressive optimist like Shelley, nor had he Shelley’s improving energy. Keats was an unadulterated writer, who communicated in his verse the most beneficial piece of himself and this most advantageous piece of Keats was his vision of excellence, which was additionally consistent with him. Each incredible artist must follow the twisted of his virtuoso: __he has his own vision of life, and he communicates it in his own particular manner. Wordsworth has an otherworldly vision and he communicates it in a straightforward style; Shelley has an optimistic vision and he communicates it in a melodic refrain; Keats had the craftsman’s vision of excellence, and he communicates it in a pleasant style. Keats sought after excellence wherever in nature, in craftsmanship, in the deeds of valor, and in the incredible stories of old Greece; and to Keats magnificence and truth were indistinguishable. This was the profoundest and deepest experience of Keats’ spirit, and he communicated it most unequivocally:

On the off chance that his point was to seek after Beauty, which was likewise Truth, he can’t be called a dreamer, for in seeking after Beauty, he sought after Truth.

Steady turn of event

The verse of Keats shows a procedure of a slow turn of events. His previous trials in the stanza are results of the young creative mind, juvenile, and cheated with symbolism. The energetic writer has irregular reasonableness, however, needs an understanding of life. Endymion opens with the popular line-‘A wonderful thing is a delight forever, it is brimming with radiant guarantee, yet it is lost in shadows and vulnerabilities since it did not depend on an understanding of reality. In the story that follows—Isabella, Lamia, and The Eve of St. Agnes, the writer has not dealt with reality: his creative mind plays with the sentiment of adoration. In the Odes, Keats’ verse expects a more profound tone. There he faces the distresses and sufferings of life. He would want the existence of euphoria and bliss, similar to that of the songbird:

Distresses and suffering are inescapable

Therefore he yearned to escape from the real factors of life. However, it was a passing state of mind that held onto him when he was differentiating the part of man from that of the songbird. Distresses and sufferings were unavoidable throughout everyday life, and he completely understood that escape from the real factors of life was neither conceivable nor attractive. In Hyperion he composed:

In a poem he composed

Keats was attempting to achieve tranquility of temperament amidst all the sufferings which he was experiencing in his own life and which he saw surrounding him throughout everyday life. This state of mind of peacefulness is communicated in the Ode to Autumn, which as indicated by Middleton Murry, is the ideal and unforced expression of reality contained in the enchantment expressions (of Shakespeare): Ripeness is all”.

Despairing and delights transient by their inclination

Keats stayed immaculate by the thoughts of the Revolution which filled the climate of Europe at the time: at any rate from his verse, we don’t discover any Anica of his enthusiasm for the Revolution. In spite of the fact that the com realities of history have not left any impact on him, he profoundly acknowledged and communicated in his verse the central realities of life.

Keats was an unadulterated writer, and would not permit any unessential things like governmental issues or ethical quality to upset the unadulterated waters of verse. John Keats As A Escapist demanded more. Furthermore, the verse is the outflow of the writer’s own understanding of life. Keats, as he grew intellectually and profoundly—and his advancement was fast was scanning for truth in his spirit. The previous craving for the universe of Flora and Pan- – for unreflecting pleasure in erotic enjoyments is past; he currently oppressed himself tirelessly and unflinchingly to life.

The lines Bliss whose hand is ever at his pips Bidding goodbye. Where magnificence can’t keep her shiny eyes, Or on the other hand new love pine at them past tomorrow. are “excited with a hurting sadness”. In any case, his sadness, this depression, Keats met unequivocally. In the Ode to Melancholy, he calls attention to how bitterness unavoidably goes with happiness and magnificence. The rose is lovely in reality, yet we can’t think about the rose without its thistle. It is along these lines difficult to escape from unavoidable agony throughout everyday life. Despairing, he says,

“remains with radiance—greatness that must fail horrendously”

Despairing emerges from the temporariness of delight, and satisfaction is transient. Despairing emerges from the brevity of satisfaction and bliss is transient by its temperament. Subsequently, Keats acknowledges life overall – with its satisfaction and excellence just as its agony and despondency. It is this variation of satisfaction and torment, battle and shadow, that gives life its amicability, his is the reality of life and truth is excellence. This acknowledgment of life-this victory over hopelessness achieved through profound otherworldly experience is communicated most coercively in his Ode on a Grecian Urn:

End

To cite the expressions of Middleton Murry: “They (these lines) contain profound insight bought at the maximum of profound torment. The Ode on a Grecian Urn is certifiably not a fantasy unutterable excellence nor is simply the um the sono unthinkable ecstasy past mortality. It has a valuable message to humankind, not as a wondrous thing which gives equip pleasure to the faculties, yet as an image and prediction of an appreciation of human life which humanity accomplish”. John Keats As A Escapist was not an idealist in life as he here and there expected to be.

John Keats Romanticism In Poems

M.A History Syllabus Part II In 2022

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AQ Team (Hate War Love Peace)
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2036
M.A History Syllabus Part II In 2022

M.A History Syllabus Part II Of 2022

Introduction:

History manages the record of the past. Be that as it may, it isn’t only a plain record yet rather the development, translation and assessment of the past, which is the topic of history. As the past, present and what’s to come are inseparably connected, the significance of history can’t be denied. The genuine spread of authentic information is thusly a pre-essential for a country’s turn of events. That is the explanation that from antiquated occasions, the instructing of history at all levels has stayed a basic piece of the educational programs of the Universities. In the University of the Punjab, M.A History Syllabus was first presented in 1933. Since its presentation, 75% of a century prior, this M.A History Syllabus were altered at various occasions. In any case, for various years, the need had been felt to totally survey the Program and update M.A History Syllabus as indicated by the changing needs of the time and as indicated by the advanced instructing learning methodologies.

2. Aims and Objectives:

  • To oblige the need of the country to create the specialists and researchers who can compose political, social, monetary and scholarly history of the individuals of Pakistan.
  • To create such scholastic who can show history in schools, universities and colleges at the alumni and undergrad levels.

M.A History Syllabus Part II

List Of Part II Subjects

There will be five specialized groups of courses and the candidates will select any one of the following groups :

  • Group ‘A’                                            History of lndo-Pakistan
  • Course HIS/601                                 Ancient India
  • Course HIS/602                                 Muslim Rule in India (712-1526)
  • Course HIS/603                                 The Great Mughals (1526-1707)
  • Course HIS/604                                 Later Mughals & British India(1707-1857)
  • Course HIS/605                                 The Punjab in Modern Times
  • Group ‘B’                                             Islamic History
  • Course HIS/606                                 Umayyads and Abbasides
  • Course HIS/607                                 Muslim Rule in Spain
  • Course HIS/608                                 The Ottoman Empire (1288-1924)
  • Course HIS/609                                 Central Asia
  • Course HIS/610                                 Contemporary Middle East
  • Group ‘C’                                             Western History
  • Course HIS/611                                 Early Modern Europe (1453-1789)
  • Course HIS/612                                 Modern Europe (1789-1919)
  • Course HIS/613                                 History of England (1688-1919)
  • Course HIS/614                                 United States after Second World War
  • Course HIS/615                                 International Relations and Organizations

Thesis:

A student with the approval of the Board of Studies in History may opt for writing a thesis in lieu of two courses of the group, he/she has selected. Only those students shall be eligible to apply for theses who have either obtained First Division in B.A. examination or First Division in the subject of history in B.A. examination or got at least 55% marks in M.A. History Part-I Examination. A candidate who is permitted to write thesis shall be required to select his/her topic of research in the area or group she/he has opted for in M.A. Part-II or in any of the courses studied in M.A. Part-I.

GROUP A_ INDO-PAKISTAN HISTORY GROUP

Course HIS/601

Ancient India

1. Brief Description:

The course deals with the pre-Muslim period of Indo-Pakistan history. It deals with the Indus Valley Civilization and its landmarks and then also focuses on the origin and development of three important religions of the world: Hinduism, Jainism and Buddhism. It also discusses religio-political history and social conditions of the people of this period.

2. Aims & Objectives:

  • After studying this course, students will be able to:
  • Appreciate the achievements of one of the oldest civilization of the
  • world—Indus Valley—and its relevance to today’s world.
  • Understand the socio-political and religious conditions of the people.
  • Develop a background for the later developments in India.

3. Contents:

  • Sources of early Indian History.
  • Indus Valley Civilization, Special study of Moenjodaro and Harrapa.
  • The Aryan occupation of India, their origin and migration, their society, religion and culture.
  • Early Vedic civilization and culture
  • The Epic age, The historical value of the Ramayana and the Mahabharata.
  • The Caste system, origin and growth, merits and demerits.
  • Jainism. Life and teachings of Mahavira; spready of Jaiinism, Jain Art and culture.
  • Buddhism. Hindu society before Gautama, Bhddha, life and teachings of Gautma Buddha, Causes of its spread and decline. Buddhist Art and culture.
  • Greek invasion and its impact upon the sub-continent, Greek Art and culture, special study of The Gandhara Art.
  • The Mauryan Empire and its administrative system.
  • Asoka and the growth of Budhism.
  • The Kushana power, Kanishka, Economic conditions and Art, Causes of Downfall.
  • The Gupta Empire, (Chandra Gupta, Sumandra Gupta), Golden Age, Art, Literature and science, Hindu Renaissance.
  • Harsha Vardhana, Character and administration
  • The Huns, their origin and invasion of India.
  • Rise of Hindu Shahia power, social, cultural and economic conditions and institutions of Hinduism.

Course HIS/602

MUSLIM RULE IN INDIA (712-1526)

1. Brief Description:

The course deals with the foundation of Muslim rule and the political and administrative developments in the Delhi Sultanate. The course alsofocuses on the political theories of the Sultan, coupled with their administrative styles and socio-religious ideas.

2. Aims & Objectives:

  • After studying this course, the students will be able to:
  • Understand the politics and administration of the Delhi Sultans
  • Appreciate the problems faced by the nascent Muslim population in a Hindu dominated region
  • Comprehend the political theories and administrative ideals of the Sultans of Delhi

3. Contents:

 1. Sources:

  • Qazi Minhaj Siraj Tabaqat-e-Nasiri
  • Zia ud Din Barani Tarikh-e-Firuz Shahi
  • Amir Khusrau Khazain-ul-Futuh, Miftah-ul-Futuh,
  • Nuh Sipihr, Tughluq Nama.
  • Yahya Bin Ahmad Sirhindi Tarikh-e-Mubarak Shahi.
  • Naimat Ullah Harwi Makhzan-e-Afghani
  • Ibn Battutah Rahila-i-Ibn Battutah.
  1. Conquest of Sind, Arab Rule and Administration.
  2. The Slave Dynasty: Qutb-ud-Din Aibek, Consolidation of Muslim power under Iltutmish, his character, achievements; Razia Sultana, Nasir-ud-Din Mahmud; Balban: his theory of Kingship and principles of Government, Mongol invasions, administrative reforms and estimate of Balban.
  3. The Khaljis: Khalji Revolution and its significance, Jalal-ud-Din Khalji: conquests, achievements and character. Ala ud Din Khalji: conquests, Mongol policy; Military and Civil administration, economic reforms, Deccan Policy, his viewes regarding state and religion; character and estimate. Qutbud-Din Mubarak Shah. Khusrau Khan and end of the Khalji dynasty.
  4. The Tughluqs: Ghias-ud-Din Tughluq: consolidation of the Sultanate, reforms, character, causes of his death. Muhammad Bin Tughluq: His projects, religious views and relations with Ulema and Mashaikh, conquests, views of the contemporary writers, his estimate. Firuz Shah: Administrative reforms, rebellions, his estimate as a man and as a King. Disintegration of the Tughluq dynasty. Amir Timur’s Invasion and its Impact.21
  5. The Sayyids: The Political conditions in Indo-Pakistan in the early fifteenth century, Khizr Khan and his efforts to establish himself, character. Mubarak Shah and his achievements, fall of the Sayyid dynasty.
  6. The Lodhis: Early career of Bahlul Lodhi, his struggle with Sharqi dynasty of Jaunpur, conquests, an estimate; Sikandar Lodhi and the consolidation of the Delhi Sultanate, administrative reforms and his estimate. Ibrahim Lodhi, his conflict with Umara, his character; first Battle of Panipat;
  7. Causes of the downfall of the Delhi Sultanate. Relations of the Delhi Sultans with the Abbasid Caliphate; Mongol invasions and their impact; Socio-economic conditions,.
  8. Administration and Culture: Central and provincial administration; judicial system; Army Organization, Economic System; Trade and Commerce, Art and Architecture, Literature, Education, Relations of Delhi Sultans with nonMuslims; the role of Sufis of Chistia and Suharwardiya orders during the Sultanate period.

Course HIS/603

The Great Mughals (1526-1707)

1. Brief Description:

The course focuses on an in-depth study of the Mughal rule. The policies pursued by different monarchs and their impact will be dealt with in detail. This course will also discuss the administrative and cultural advancements made during the Mughal rule.

2. Aims & Objectives:

  • After studying this course, the students will be able to:
  • Understand the nature of politics and administration of the Mughals
  • Comprehend the political theories and administrative ideals of the Mughal Emperors
  • Appreciate the nature and significance of revivalist movements during the Mughal Era

3. Contents:

4.Sources:

  • Tuzuk-i-Baburi by Babur.
  • Muntakhab-ut-Tawarikh by Abdul Qadir Badayuni.
  • Akbar Nama by Abul Fazl.
  • Iqbal Nama-i-Jahangiri by Mutamad Khan
  • Padshah Nama by Abdul Hamid Lahori.
  • Ma’asir-i-Alamgiri by Muhammad Saqi Mustaid Khan.

5.BABUR:

His career in Central Asia, His rivals: Shaibani Khan, Ubaidullah Uzbek; social, economic and political conditions of the Indo-Pakistan sub-continent on the eve of Babur’s invasion, the First Battle of Panipat. and its significance, his other conquests in India, his character, study of Tuzuk-i-Baburi.

6. HAMAYUN :

His difficulties, relations with Rajputs, wars with Bahadur Shah and Sher Khan, battles of Chausa and Qanauj, exile and re-conquest of India, relations with the Safavids, his literary taste and character.

7. S H E R S H A H & H I S S U C C E S S O R S :

Sher Shah; rise to power, his conquests, reforms and administration, his character; Islam Shah Suri: his character and achievements. Causes of the downfall of the Suri dynasty.

8. AKBAR :

His early life, second Battle of Panipat and its significance, reestablishment of the Mughal rule, Petticoat government, his difficulties in the North West, his conquests, policy towards the Deccan States; Relations with the Rajputs, his religious views, Din-i-llahi or Tauhid-i-Ilahi, reaction by the Ulema and Mashaikh like Mujaddid Alf-i-Sani, Abdul Haq Muhaddis23 Delhavi and others, Mahdavi Movement. His relations with the Portuguese; Administrative Reforms, his estimate.

9. JAHANGIR :

Early life; His accession; Nur Jahan and her Junta; relations with the Safavids and the problems of Qandahar, conquests in Bengal, Mewar and Kangra; relations with Rajputs. Campaigns in the Deccan, his literary taste and other habits, revolts of Khurram and Mahabat Khan, his character, study of Tuzuk-iJahangiri.

10. SHAH JAHAN :

Early life, rebellions of Khan Jahan Lodi, Jujhar Singh, Jagat Singh, Conquests, attitude towards the Portuguese; relations with Rajputs, Mughal-Safavid relations, Central Asian policy; his Deccan Policy, his study as an engineer King; administrative reforms, his character and estimate; war of succession between his sons. A detailed study of Dara Shikoh.

11. AURANGZEB :

His career as prince, his religious views, measures taken to enforce Shari’at, attitude towards non-Muslims; administrative reforms; relations with Rajputs, Sikhs and the Marathas, his Deccan Policy, relations with Foreign Muslim Governments, Mughal-Safavid relations, conquests, the Afghan Revolt; revolts of the Jats and Satnamis, his attitude towards the Portuguese and the English, his character and estimate of his achievements.

Course HIS/604

Later Mughals & British India (1707-1857)

1. Brief Description:

The course deals with the period of decline of the Mughal Empire. The causes of the downfall and the resultant institutional breakdown have been discussed. However, it also focuses on the new regional and foreign powers which were expanding their influence. The Muslim revivalist and resistance movements have also been highlighted in this course.

2. Aims & Objectives:

  • After completing this course, the students will be able:
  • Comprehend the dynamics and complexities of Mughal downfall
  • Understand the ways and means of colonial and regional powers to establish their rule
  • Analyze the causes of failure of revivalist and resistance movements

3. Contents:

i) Sources:

  • Khafi Khan Muntakhib-ul-Lubab
  • Muqarrab Khan Bahadur Shah Nama
  • Muhammad Qasim Ibrat Ibrat Nama
  • Muhammad Ali Panipati Tarikh-I-Muzaffari
  • Khair-ud-Din Allahabadi Ibrat Nama
  • Ghulam Husain Tabatabai Siyarul Mutakhirin

ii) Imperial Politics of the Mughals 1707-1857

iii) Theories of Mughal Downfall

  • Degeneration of Muslim Character
  • Factional Feuds of Mughal Nobility
  • Crisis of Mansabdari System
  • Great Firms and Financial Upheaval
  • British Technological Superiority

iv) Growth of Independent and Semi-Independent States

Deccan—Bengal—Oudh—Punjab—Rohilkhand

v) East India Company and Establishment of Colonial Rule

Clive—Hastings—Cornwallis—Wellesley—Dalhousie

vi) Revivalist and Resistance Movements

  • Shah Wali Ullah and his family.
  • Syed Ahmed Shaheed and the Jihad Movement.
  • Haji Shariat Ullah, Titu Mir and Fariazi Movement.
  • Haider Ali and Tipu Sultan.
  • War of Independence 1857.

vii) Intellectual and Literary Developments

Course HIS/605

The Punjab in Modern Times

1. Brief Description:

The course deals with the history of the rich and fertile region of the Punjab. Tracing its history from the foundation of Muslim rule in this region, it focuses on the developments in modern times, particularly its role in the Pakistan Movement.

2. Aims & Objectives:

  • After completing this course, the students will be able to:
  • Know the historical development of the Punjab from medieval to modern times.
  • Understand the dynamics of the politics of the region during the colonial period.
  • Appreciate the role played by different groups and parties for creating politica and intellectual awareness in the Punjab.

3. Contents:

  • Foundation of Muslim Rule; Brief Survey of Sultanate and Mughal periods, Their Impact on Socio-Economic Conditions, Downfall of Muslim rule.
  • Rise of the Sikhs; Ranjit Singh, administration, foreign policy, attitude towards non-Sikhs; Downfall of the Sikhs and the British Annexation.
  • Political Unrest; Land Alienation Act; Anti-Rowlatt Act Agitation, Jallianwala Bagh Tradgey-causes, events and effects.
  • Punjab Provincial Muslim League: Early History (1907-1917).
  • Mian Fazl-i-Hussain and National Unionist Party; His Contribution as Provincial Minister and Muslim Leader, Relations with Muslim League. Sikandar Hayat Khan’s Premiership, Sikandar-Jinnah Pact, Masjid Shaheed Ganj Agitation.
  • Khizar Hayat’s Relations with Muslim League and his Expulsion. Reorganization of Muslim League in the Punjab, it Success in the Elections of 1946, Role of Political Leaders, Ulama and Mashaikh, Press, Students and other Sections.
  • Allama Muhammad Iqbal’s Role in Punjab Politics.
  • Majlis-i-Ahrar: Foundation, Political Ideas and Role. Khaksar Tehrik: Objectives, Programme, Clash with Police in 1940 and Political Role. A Brief Study of Punjab Branch of Indian National Congress and Akali Dal.
  • Partition of the Punjab: Background, Demands by non-Muslims, Muslim League’s Stand, Radcliffe Award

GROUP B_ ISLAMIC HISTORY GROUP

Course HIS/606

UMAYYADS & ABBASIDES

1. Brief Description:

The period of Umayyads and Abbasid dynasty is the classical period of Islamic History. After the end of Pious Caliphate, they laid the foundations of intellectual and cultural effervescence of Islamic civilization. Besides studying cultural and intellectual currents of the period, this course also deals with the administrative setup and political ideals of the ruling families.

2. Aims & Objectives:

  • After studying this course, the students will be to:
  • Understand the transformation from Khilafat-e-Rashida to autocratic / monarchical system of government.
  • Comprehend the administrative setup and expansionist policies pursued by the Umayyads & Abbasides.
  • Appreciate the religio-political trends and cultural and intellectual developments of the period.

3. Contents:

I) Umayyad Caliphate:

  • Amir Muawiya: Domestic and Foreign policy, Consolidation of Power and Administration, His Character and Achievements.
  • Tragedy of Karbala: Nomination of Yazid and His Autocratic Rule, Resistance of Hazrat Imam Hussain and the Tragedy of Karbala, Its Effects on Islamic History.
  • Marwan: Battle of Marij-e-Rahit, His Internal Policy and Consolidation of Power.
  • Abdul Malik: Consolidation of his Power, His Character and Administrative Reforms, Abdullah bin Zubair & his Rule and Character.
  • Walid: His Conquests and their Effects, Internal Policy and Character.
  • Sulaiman: His Character and Achievements.
  • Hazrat Umar Bin Abdul Aziz: His Early Life, His Accession, Administrative and Religious Reforms, His Character.
  • Hasham: His Literary Taste, His Estimate.
  • Causes of the Decline of the Umayyad Rule.
  • Administration: Central and Provincial Administration of the Umayyads, Judiciary and Military System.
  • Culture: Literature, Architecture, Music, Education.
  • Relations of the Umayyads with the Western World.

II) Abbasid Caliphate:

  • Abbasides and their Movement, their Accession to Power. Character of Abbasides.
  • Caliph Al-Saffah: His Character and Rule.
  • Abu Jafar al-Mansur: His Political Policy, Character and Achievements.
  • Mehdi: Emergence of the Zindiqs, Administrative Policy, His Estimate.30
  • Harun-ur-Rashid: Barmaki Family, Its Rise and Fall, Intellectual Development, Character and Achievement.
  • Al-Mutasim: Mutazilites and Tussle with Imam Ahmad bin Hanbal, Rise of the Turks.
  • Al-Wathiq: Revolt of the Arabs, Murder of Ahmad bin Nasr.
  • Al-Mutawakkel: Relations with the Turks, His Religions Policy, Character.
  • Role of the Buwaihids and the Seljuqs.
  • Cause of the Downfall of the Abbasids.
  • Central and Provincial Administration, Judiciary and Military Systems.
  • The Mutazillites and Asharites.
  • Architecture, Paintings Culture, Art, Music.
  • Relations of the Abbasides with the West.

COURSE: HIS/607

MUSLIM RULE IN SPAIN

1. Brief Description:

This course deals with the golden period of Muslim civilization in the west. It focuses on the intellectual and cultural developments of Muslim Spain and highlights the causes of their downfall and banishment from Europe.

2. Aims and Objectives:

  • After studying this course, the student will be able to:
  • Appreciate the richness of Muslim Culture and intellectual effervescence.
  • Understand the political ideals and administrative style of the rulers of Muslim Spain.
  • Have an in-depth study of the causes and effects of the defeat and banishment of Muslims from Spain.

3. Contents:

  • Spain at the Advent of Muslim Conquest, the Causes of Muslim Success, Spain under Muslim governments, Tribal and Racial Jeopardy, Civil Wars, Attempt at Expansion of Muslim Borders.
  • Abdur Rahman I: His Character and Achievements.
  • Hisham I: Internal policy, Growth of Maliki Ugh
  • Hakam I: His Relations with Theologians, Wars and Rebellions, His Army and Navy, Character and Achievements.
  • Abdur Rahman II: His Character and Achievements, His Court and Wars with the Christians, Foreign Policy, Cultural and Literary Activities.
  • Muhammad I: Position of the Non-Muslims, Rebellion in Toledo, Rise of the Banu Qais in Saragossa, Rebellions of Ibn Marwan and Ibn Hafsun, His Character and Achievements.
  • Abdur Rahman III: Restoration of Law and Order, Relations with the Christians and the Fatimids, the Title of Caliph, Prosperity and Growth of Culture, Administration and Achievements.
  • Hakam III: Frontier Policy, Relations with North Africa, Scholarly Persuits, Patron of Arts and Letters, University of Cordova, Public Libraries, Development of Architecture, His Character and Achievements.
  • Later Umayyads: Rise of Hajib al-Mansur, Relations with Countries and the Theologians, Military Organization and Wars, Achievements.
  • Decline and Fall of the Umayyads of Spain.
  • Administration of Spain under the Umayyads.32
  • Petty Dynasties: Banu Hamud and Banu Ziri of Granada, Mamluks of South East Spain, Banu Hud of Saragossa, Banu Dhu’al-Num of Toledo, Banu Abbad of Saville.
  • North African Rule: Murabitin, Al-Muwahiddin.
  • The Nasirid Dynasty: Career of Muhammad I, His Buildings, Alhamra, Character and Achievements, His Sussessors, Their Struggle against the Christians, Art, Architecture and Learning, Their Decline and Fall.
  • Expulsion of Muslims from Spain and its Effects, the Causes of the Downfall of Muslims in Spain.
  • Muslim rule in Spain and its Contribution to various Fields of Arts, Architecture and Science, Eminent Scholars including Historians.
  • Structure of government and administration.

Course HIS/608

The Ottoman Empire (1288-1924)

1. Brief Description:

Being placed at the center of the three continents of the world – Asia, Africa and Europe – the Ottoman Empire occupied a special place in Islamic history. The course deals with the origin, growth and decline of this Empire. The study of administrative structures and cultural achievements of the Ottomans is a special feature of this course.

2. Aims & Objectives:

  • After studying this course, the students will be able to:
  • Comprehend the territorial growth and political developments in the Ottoman Empire.
  • Understand the achievements of the Ottomans in the fields of education, art and culture
  • Appreciate their military and naval administration and achievements

3. Contents:

  • Advent of Ottoman Turks in Anatoia and foundation of the Empire Osman.
  • Aurkhan : Establishment of the Empire.
  • Murad I : Battle of Kasowa.
  • Bayazid Yildirim: Battle of Angora.
  • Muhammad I : Consolidation of the Empire.
  • Muhammad II : Conquest of Constantinople.
  • Salim I : Conquest of the Middle East, Establishment of the Khilafat.
  • Sulaiman the Magnificent : His achievements and administration.
  • Later Sultans : This period will be studied under the following heads:
  • Different Reforms, Eastern Question, Young Turks Movement.
  • Central and Provincial Administration
  • Causes of the downfall of the Ottoman Empire

Course HIS/609

Central Asia

1. Brief Introduction:

Central Asia has played a vital role in history of the world. Much has world’s ancient history originated in central Asia for it was the birthplace of the great warrior tribes which conquered Russia, Europe, India and China. It had been a hunting ground for two great powers of the 19th century i.e. Russia and Britain. The long era of Russian– Soviet rule drastically changed the society and culture of Central Asia. Since the break up of USSR, Central Asian republics have gained their independence. For a Pakistani student, to study Central Asia is important because of close historical, religious, sociocultural, economic and political relations between Central Asia and Indian sub-continent.

2. Aims & Objectives:

  • After studying this course, the students will be able to:
  • Understand the nature of the historical development of Central Asia.
  • Appreciate the socio-cultural and religious contributions of Central Asia.
  • Understand the geo-strategic significance of the region particularly from a Pakistani perspective.

3. Contents:

i) Early Period

  • The land and the people
  • Early nomadic tribes and their Origin
  • Geo-Strategic Significance of the Region
  • The saka Tuiles, the segthious, the Parthian the Persian rule and sarramids
  • Alexander the Great and the Greek rule
  • Religious Trends and Spread of Budhism
  • Arrival of the Huns and Turkic Tribes

ii) Islamic Period

  • Early Invasions of the Arabs, Arab rule in Farbeaund Valley
  • Religious Socio-cultural Transformation of Central Asia under the Arabs
  • Samanid Rule and their Contributions in Art, Culture and Science
  • The Ghaznavid Dynasty
  • The Seljuks and their Contributions

iv) Mongol Invasion and Chengiz Khan: Impact on the Region.

iv) Amir Timur and Timurid Dynasty

v) Decline of the Muslim Rule

  • Shaybani Uzbeks
  • The Khannates of Khiva, Bukhara and Koband
  • Characteristics and Nature of the Era

vi) Russian Advance in Central Asia

  • Causes and aims of the Russian expansion
  • Causes of the Russian success
  • Socio-economic political and religious conditions of Central Asia under Russian
  • The Great Grace in the 19th century35
  • Résistance against Russian rule and the nationalist movement

vii) Soviet Era

  • Bolshevik revolution (1947) and the response of Central Asia the Jadid
  • movement and the Basmachi movement.
  • Sovietization of Central Asia
  • The socio-cultural transformation of Central Asia.

viii) Post-Independence Scenario

  • Disintegration f USSR and the Independence and formation of commonwealth of Independent states (CIS)
  • New Great Game: role of Turkey, Iran Pakistan, Russia, USA, Afghanistan, etc.
  • Socio-cultural, political and religious problems of the new republics.
  • Economic prospects and regional co-operation: ECO

Course HIS/610

CONTEMPORARY MIDDLE EAST (Turkey, Iran, Egypt, Saudi Arabia & Palestine)

1. Brief Description:

Middle East is one of the most important regions of the world. Its importance lies not just because of its strategic location but also due to its economic potential and the character of its politics. The interest, rather interference, of great powers in the region has made it a hub of international politics. This course deals with the developments in the modern Middle East.

2. Aims and Objectives:

  • After studying this course the students will be able to :
  • Develop a background for understanding the dynamics of internal politics of important states of Middle East.
  • Understand the foreign relations of different states in the Middle East with other powers of the region and with the great powers.
  • Comprehend the political and socio-economic character of the region.

3. Contents:

  • World interests in the Middle East.
  • Great Powers Rivalry in the Middle East.
  • The Middle East First World War and the Peace Conferences.
  • Modern Turkey under Kamal Ata Turk.
  • The Kamalist Revolution and Reforms of Mustafa Kamal Pasha.
  • Ata Turk’s domestic and foreign policy.
  • Turkey under Ismat Inonu.
  • Iran under Raza Shah.
  • Reforms of Raza Shah Pahlavi.
  • Raza Shah’s Domestic and foreign policy.
  • Iran and the great powers.
  • Turkey, Egypt and Iran during the 2nd World War.
  • Western imperialism in Iran
  • Nationalism and the nationalization of oil in Iran by Dr. Muhammad Mussaddiq.
  • Rise of Ibn-e-Saud as the King of Saudi Arabia.
  • Discovery of oil in Saudi Kingdom.
  • Ibn-e-Saud: His character and achievements.
  • Rise of Faisal in Saudi Arabia.
  • King Faisal’s domestic and foreign policy.
  • The Arab League.
  • The Palestine problem.
  • Struggle for independence and the Rise of nationalism in Egypt (1924-1936).
  • The Anglo-Egyptian Treaty of 1936.
  • The Revolution of 1952.
  • Western imperialism and the Construction of Aswan Dam.37
  • Egypt under Gamal Abdul Nasir.
  • The nationalization of Suez Canal.
  • United Arab Republic (UAR).
  • Gamal Abdul Nasir’s New Egypt; his domestic and foreign policy
  • Unity and diversity in the Middle Eastern Politics.

GROUP C__ Western History Group

COURSE HIS/611

EARLY MODERN EUROPE (1453-1789)

1. Brief Description:

This course focuses on a very important period of European history in which Europe was gradually being transformed from medieval society to a modern society. The cultural and intellectual movements such as renaissance, reformation and enlightenment are the special features of this course.

2. Aims and Objectives:

  • After studying this course, the students will be able to:
  • Know how Europe was transformed into a modern society
  • Appreciate the philosophical and intellectual movements and trends of the period.
  • Understand political developments of the ruling class and socioreligious ideas of the people.

3. Contents:

  • Renaissance
  • Reformation and Counter-Reformation
  • Rise and Decline of Spain
  • Thirty Years War and Peace of Westphalia
  • Developments in France and England in the 17th Century
  • Rise of Sweden, Russia and Prussia
  • War of Spanish Succession 1701-1714
  • Seven Years War 1756-1763
  • Struggle for Wealth and Empire in the 18th Century
  • Enlightenment and Age of Reason

COURSE HIS/612

MODERN EUROPE 1789-1919

  1. Brief Description:
  2. Aims and Objectives:
  3. Contents:
  • French Revolution of 1789, causes, role of the intellectuals and effects.
  • Aftermath of the Revolution: Work of the National Assembly Critical estimate, Bloodshed and Reign of Terror, National Convention Directory and the Thermidorians Important Leaders of the Revolution.
  • Napoleon Bonaparte I, Background, Reforms Continental System, Conquests and failure
  • Congress of Vienna (1815) Holy Alliance, Concert of Europe, work and failure,
  • Bourbon Restoration,
  • Revolution of 1880 and its effects in Europe, Metternich
  • Louis Philippe, Internal and External Policies,
  • Revolution of 1848 and its effects in Europe
  • Eastern Question: Greek War of Independence, Crimean War, Alexander II of Russia
  • Napoleon II
  • Unification of Italy, role of Cavour, Mazzini and Garibaldi
  • Unification of Germany: Bismarck (1871-1890)
  • Third French Republic
  • Partition of Africa
  • Towards World War I: Diplomatic conditions (1890-1914), Triple Alliance and the Triple Entente, Causes of World War I
  • Russian Revolution (1917),
  • Peace Settlement (1919)

COURSE HIS/613

HISTORY OF ENGLAND (1688-1919)

1. Brief Description:

History of England is important as well as interesting for the student. The course covers the period when glorious revolution took place and modernity began in England. It also deals with the history of England as a colonial as well as political power. This course is design to highlight political, economic, social and constitutional developments in England.

2. Aims and Objectives:

  • After studying this course, the students will be able to :
  • Understand the political and intellectual developments in England which made it the greatest colonial empire of the world.
  • Appreciate the constitutional reforms and economic progress in England during this period.
  • Comprehend the British foreign policy of this period.

3. Contents:

  • Glorious Revolution.
  • Reign of William III and Queen Mary.
  • Era of Queen Anne.
  • Hanoverian Accession: George I: George II: George III:
  • Industrial Revolution,
  • French Revolution and Napoleonic Era.
  • Lord Castlereagh, George Canning & Foreign Policy of England,
  • Reforms acts of 1832, 1867, 1884 and 1911.
  • Robert Peel, Political Religious & Social Movements,
  • Lord John Russell and Liberal Party.
  • Gold stone.
  • Benjamin Disraeli & New Imperialism.
  • British Diplomacy from 1870 to 1919.

COURSE HIS/614

United States After Second World War

1. Brief Description.

This course focuses on the socio-political history of USA in modern times. Her role, importance and responsibilities as super power will also be discussed.

2. Aims and Objectives.

  • After studying this course, the students will be able to:
  • Know about the socio-political and economic developments happened in USA in details;
  • Evaluate the causes and events for becoming her world power.
  • Understand the international politics.

3. Contents.

  • Post War America: Harry Truman’s President ship, his doctrine, Cold War, the Korean War, Dwight D. Eisenhower’s leadership, Cold War and USA Domestic Affairs, Economy and Culture (1945-1960).
  • John F. Kennedy and Lynden Johnson’s Governments, Cuban Missile Crisis, The Vietnam War.
  • President Nixon, Watergate scandal, Gerald Ford’s Presidentship.
  • President Jimmy Carter, Post-Vietnam Foreign Policy, The Civil Rights Movement (1960-1980), The Legacy of Martin Luther King, JR, The Women’s Movement. The Latino Movement, The Native American Movement.
  • President Ronald Reagan, The Society, economy and foreign affairs during Reagan Administration (January 1981- January 1989).
  • The Presidency of George Bush (January 1989-January 1993) End of the Cold War, The Gulf War and foreign affairs. New World Order.
  • President Bill Clinton, his Foreign Policy, Rise of Terrorism.

COURSE: HIS/615

INTERNATIONAL RELATIONS & ORGANIZATIONS

1. Brief Description:

This course is a pre-requisite for understanding the developments in the modern world. It focuses on approaches to the study of international politics, the foreign policies of great powers particularly, United Stats and USSR (presently Russia.) and the cold war themes and issues. An important part of this course is related to the study of regional and international organizations.

2. Aims and Objectives:

  • After studying this course, the students will be able to:
  • Understand the concept and theory of international relations.
  • Appreciate the developments in the international politics, particularly the policies pursued by the Super Powers.
  • Develop an understanding of the working of regional and international organizations and the role played by them in international politics.

3. Contents:

  • Introduction of International Relations.
  • Approaches to the study of International Relations.
  • A Short Introduction of the Geography of the World.
  • Themes and Topics in 20th Century International History: World War I & II, Causes & Results.
  • Foreign Policies of U.S.A., U.S.S.R with special reference to West Asia, South Asia and South East Asia.
  • Cold War
  • West Asian Problems
  • Arab Israel Conflict,
  • Suez War
  • Iran-Iraq War
  • Russian Intervention in Afghanistan
  • Downfall of Soviet Union
  • South East Asia and its Problems & Importance in future perspective.
  • Disarmament Problem
  • Gobalization & Its Impact on Individuals, Groups, Firms and Political Authorities
  • Organizations:
  • United Nations: Origin, Structure, Activities and its Functions for Peace Keeping
  • Non-Aligned Movement
  • Organization of Islamic Conference
  • NATO
  • Warsaw Pact
  • Arab League
  • European Economic Committee
  • SAARC

Part I M.A History Syllabus Of 2022

M.A History Syllabus Part I Of 2022

By
AQ Team (Hate War Love Peace)
-
912
M.A History Syllabus Part I Of 2022

M.A History Syllabus Part I Of 2022

Introduction:

History deals with the record of the past. However, it is not just a plain record but rather the construction, interpretation and evaluation of the past, which is the subject matter of history. As the past, present and the future are inextricably linked, the importance of history cannot be denied. The true dissemination of historical knowledge is therefore a pre-requisite for a nation’s development. That is the reason that from ancient times, the teaching of history at all levels has remained an essential part of the curricula of the Universities. In the University of the Punjab, M.A History Syllabus was first introduced in 1933. Since its introduction, three quarters of a century ago, this M.A History Syllabus were modified at different times. However, for a number of years, the need had been felt to completely review the Programme and update M.A History Syllabus according to the changing needs of the time and according to the modern teaching-learning strategies.

2. Aims and Objectives:

  • To cater to the need of the nation to produce the researchers and scholars who can write political, social, economic and intellectual history of the people of Pakistan.
  • To produce such academics who can teach history in schools, colleges and universities at the graduate and undergraduate levels.

M.A History Syllabus Part I

List Of Part I Subjects

Course HIS/501                                 Early History of Islam

Course HIS/502                                 Research Methodology & Historiography

Course HIS/503                                 State and Society in Muslim India 1206-1707

Course HIS/504                                 Muslim Struggle for Independence 1858-1947

Course HIS/505                                 Government & Politics in Pakistan 1947-1999

COURSE HIS/501

EARLY HISTORY OF ISLAM

1. Brief Description:

This course deals with the period of the emergence and rise of Islam. It focuses on the life of the Holy Prophet (Peace be upon him) and the period of the Pious Caliphate. It also discusses the administrative and intellectual development of the period.

2. Aims & Objectives:

After studying this course, the students will be able to:

  • Appreciate the revolutionary changes brought by Islam to the Arabian society
  • Develop an insight into the growth and development of a major religion of the world from a historical perspective
  • Have an in-depth study of the socio-political thoughts, administrative setup and intellectual developments of early Islamic period

3. Contents:

1.Conditions of Pre-lslamic Arabia:

Geography, Polity, Socio-Economic Conditions, Tribal System, Trade and Commerce, Major Religious Communities, Kingdom of Hira, City State of Mecca.

2. Life of the Holy Prophet (Peace be upon him):

Early life, declaration of Nabuwwat, reaction, Hijrat, City State of Medina, Ghazawat, the Conquest of Mecca, the Last Sermon, Transformation of Society, Political and Economic System, Administration of justice, Advancement of education, Learning and scientific approach, Policy towards Non-Muslims, Foreign relations and Military system, Spread of Islam.

3. Hazrat Abu-Bakar:

Early life, Sacrifices for the cause of Islam, Election as Caliph, Early difficulties, Munkreen-i-Zakat, apostacy, consolidation of the state, conquest of Iraq, foreign policy towards Iran, Syria and Byzantine, compilation of Quran, character and achievements.

4. Hazrat Umar bin Khattab :

Early life, servics for Islam, election as Caliph, Expansion and conquests, reforms, character & achievements.

5. Hazrat Usman :

Early life, role during the life of Holy Prophet, Hazrat Abu Bakar and Hazrat Umar, election as Caliph, foreign policy and expansion of the state, martyrdom and its consequences, character and achievements.7

6. Hazrat Ali:

Early life, services for the cause of Islam, election as Caliph, early difficulties, relations with Amir Muawiyah, the Kharjites, Hazrat Ali’s martyrdom, character and achievements. Imam Hasan as Caliph, his abdication.

7. Study of Some Special Personalities:

Study of Hazrat Khadija, Hazrat Fatima, Hazrat Ayesha, Abdullah bin Umar, Abdullah bin Abbas, Abdullah bin Masud, Abu Zarr Ghaffari, Saad bin Waqas, Amr-bin al Ass, Abdur Rehman bin Auf, Abu Obeida bin al Jarrah.

8. Political and Administrative Set-up:

Political System under the Pious Caliphate, Central & Provincial Administration, Revenue System, Administration of Justice, Education and advancement of learning, Military system, State of society, Public Welfare works, Policy towards non-Muslims, Expansion and Conquests.

COURSE HIS/502

RESEARCH METHODOLOGY AND HISTORIOGRAPHY

1. Brief Description:

This course focuses on the concept and methodology of history writing. It also orients the students with basic tools and methods of research. It enlightens them with the styles and trends of history writing in ancient, medieval and modern times. It also deals with the basic issues of the philosophy of history.

2. Aims & Objectives:

After studying this course, the students will be able to:

¾ Do research independently by following research tools and historical methodology. ¾ Differentiate between pseudo-historical facts—propaganda, glorification etc.—and true historical facts. ¾ Develop historical consciousness.

3. Contents:

Part-I. Methodology

  • History: Its Definition, Meaning and Value
  • Nature of History: Science or Art
  • Varieties of History
  • Research Process
  • Concept of Research: Hypothesis, variables, theory
  • Data Collection Techniques
  • Historical Sources: Documentary & Non Documentary Sources
  • Auxiliary Sciences
  • Historical Criticism: Internal; External, Textual
  • Writing for Historical Research: Technique & Method

Part II. Philosophy of History

  • Philosophy of History: Meaning and concept
  • Islamic concept of History
  • Critical Philosophy of History

Development of the concept of History in ancient, medieval and modern period with special emphasis on the following historians:

  • Herodotus
  • Thucydides
  • Al-Tabari
  • Al-Masudi
  • Gibbon
  • Ranke

4. Speculative Philosophy of History

Study of different theories of History in ancient, medieval and modern period with special emphasis on the following:

  • Ibn Khaldun
  • Vico
  • Hegel
  • Karl Marx
  • Oswald Spengler10
  • Arnold Toynbee

5. Modern Trends in History Writing.

COURSE HIS/503

STATE AND SOCIETY IN MUSLIM INDIA (1206-1707)

1. Brief Description:

The course deals with the growth and development of administrative and cultural institutions and policies during the five centuries of Muslim rule in India. It focuses on the politico-administrative system, cultural norms and socio-religious practices of the period.

2. Aims & Objectives:

  • After completing this course, the students will be able to:Appreciate the evolution of modern administrative institutions and sociopolitical ideals
  • Have an insight into working of the medieval state
  • Know about the social, economic and cultural norms of the medieval period

3. Contents:

  • Evolution and development of Political System.
  • Sultan-Padshah: their duties and responsibilities.
  • Administration.
  • Royal Cabinet and Central Administration. Provincial Administration.
  • Local Administration.
  • Legal and Judicial System.
  • Muhtasib and Police.
  • Economic System: Land Revenue, Taxation, Trade and Commerce
  • Military Administration. The Feudal and the Mansabdari System.
  • Religious, and Scientific Education.
  • Society and Culture: Status of Non-Muslims, Literature, Poetry, Architecture, Painting, Calligraphy, Music, Dress, Diet and Sports. Role of Ulema, Chishtia, Suharwardiya, Naqshbandia and Qadaria orders.

COURSE HIS/504

MUSLIM STRUGGLE FOR INDEPENDENCE (1858-1947)

1. Brief Description:

The purpose of the course is to discuss political, constitutional, economic and religious struggle of the Muslims of South Asia under the British Raj. After one thousand years’ Muslim rule, India came under the British. Therefore, a triangular struggle ensued after 1857 which culminated in the freedom of India. Hindu Muslim tangle sharpened to such an extent that the Muslims demanded a separate homeland of Pakistan. The struggle for Pakistan is one of the most complicated, complex and painful era of the Muslims of South Asia. They achieved Pakistan in 1947 but at a very high price of life & property, only because they wished to have an Islamic state.

2. Aims & Objectives:

After completing this course, students will be able to understand:

  • origin and outcome of the Muslim struggle for Pakistan
  • the role of Muslim leaders such as Sir Syed Ahmad Khan, Allama Iqbal and Quaid-i-Azam.
  • the Two-Nation Theory which is essential to create a sense of Pakistani Nationalism.

3. Contents:

  • Aligarh Movement.
  • Partition of Bengal.
  • Simla Deputation.
  • All India Muslim League.
  • Khilafat movement
  • Simon Report.
  • Nehru Report.
  • Jinnah’s Fourteen Points.
  • Allahabad Address.
  • Congress Ministries.
  • Lahore Resolution.
  • Cripps Proposals.
  • Rajagopalachari Formula.
  • Wavell Plan.
  • Gandhi – Jinnah Talks.
  • Cabinet Mission Plan.
  • 3rd June Plan.
  • The last Viceroy: Lord Mountbatten and the transfer of Power in India

COURSE HIS/505

GOVERNMENT & POLITICS IN PAKISTAN (1947-1999)

1. Brief Description:

Pakistan, since its birth, has been facing constant political and constitutional crises, where parliamentary democracy is yet to be established on firm footing. Therefore, it is important to study the constitutional and political developments in Pakistan. The aim of the course is to acquaint the students with the nature and direction of the constitutional and political developments in Pakistan. A special focus shall be on the role of the political leadership and that of militarybureaucratic leadership in the political institutionalization in Pakistan.

2. Aims & Objectives:

After completing this course, the students will be able to:

  • Understand the constitutional and political issues and problems and the causes of the dilemma of parliamentary democracy in Pakistan.
  • Comprehend the working of the administrative and political machinery
  • Analyze the security dilemmas of Pakistan

3. Contents:

i) Early Problems of Pakistan.

ii) Quaid-i-Azam As Governor General.

iii) Interim Constitutional Set-up.

iv) Constitution – Making 1947-1956.

v) Working of the Constitution of 1956.

vi) Causes of Martial Law of 1958.

vii) Ayub Khan’s Era.

viii) Yahya Khan’s Regime.

  • Legal Framework order.
  • General Elections 1970.

ix) Separation of East Pakistan: Causes and Effects.

x) Zulfiqar Ali Bhutto’s Period.

  • Major policies and Reforms.
  • Anti-Bhutto Movement.
  • Causes of his fall.

xi) Zia-ul-Haq’s Era.

  • Constitutional Measures.
  • Political Development.

xii) Revival of Democracy: 1988-1999.

xiii) Major Political Parties.

  • Pakistan Muslim League.
  • Pakistan People’s Party.
  • Jamat-i-Islami.
  • Mutahida Qaumi Movement.

xiv) Foreign Policy.

  • Determinants of Pakistan’s Foreign Policy.
  • Development of Pakistan’s Foreign Policy.

M.A History Syllabus Part II In 2022

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