Section outline

  • Course description

    Collapse all Expand all

    Learning Outcomes:  indicated below in bold, in following outline of the course’s pedagogical methodology for achieving them:

     

    This is a reading-, writing-, and discussion-intensive course. Students are expected to come to class prepared to discuss texts assigned for each meeting (not only readings but also films and other visual and aural cultural productions), and (as noted in the assignments schedule below) to turn in any relevant written work on time. Active and informed participation in the class counts for approximately 30% the final grade, which is based on attendance, timely and evident completion of assigned reading, and productive, respectful contribution to class discussion.

     

    A. Attendance: Regular attendance in class and in conference is necessary and required. In accordance with the spirit of the Honor Code, I will not ask you to supply a reason if you miss a class. If, however, illness, family emergency, or religious observation interrupts your attendance, please contact me about it at the earliest opportunity. Missing more than two classes will result in a lower participation grade. You will also meet with

    me individually at least three times during the semester to discuss your final project. These meetings are mandatory. 

     B. Reading Assignments: All reading assignments listed in syllabus and on Moodle are to

    be COMPLETED by class on Mondays. We’ll discuss note-taking and other strategies

    for effectively making your way through and making sense of the assigned reading, and

    you should feel free to bring your notes and questions to class with you, preferably in printed form.  While laptops etc are not banned, I DO ask that you turn off notifications from internet sites (including email and texts) during class and use the laptop only to review and take notes on readings and discussions.

     C. Discussion: One way that you may (and should!) demonstrate that you’ve completed the week’s assigned texts by participating in and contributing to class discussion of them.   Learning how to have productive and respectful discussions in a classroom context with people with very different backgrounds and assumptions is among the most important skills to learn and to sharpen in College, and beyond. Very little learning takes place when participants in a discussion feel intimidated, dismissed, belittled or fearful that something they say will be repeated, out of context, outside of class. We will develop a written code of conduct in the course of the semester, updating and revising expectations as we proceed, both collectively and individually.  This is a further reason for minimizing external distractions and resources while we are in class:  they interfere with the processes associated with actively listening to and synthesizing others’ analyses and further developing your own perspectives. 

     D. Written Assignments: Word or pdf files uploaded to relevant Moodle submission site by the times indicated in syllabus and on Moodle, files AND documents labeled as follows: your name, week of semester, date of submission. Both because the purpose of the written assignments is to give you opportunities to hone YOUR skills and capacities as readers and writers, AND because plagiarism (including submitting as your own text generated by a computer program) all written work submitted in this course MUST BE YOUR OWN and neither copied/paraphrased from someone else’s work or computer-generated. 

     

    Keep track of these assignments in a portfolio (a folder devoted to them on your computer AND backed up (in a cloud drive like Dropbox or BMC One Drive). Understanding and following sound citational practice is essential and assessment of written work will include evaluation of yours! Late submissions WILL BE PENALIZED. Better to turn in something on time than nothing/something late. These count for the remaining 50% of your grade.  NB:  These assignments are a crucial way to demonstrate that you have completed and engaged with the week’s assignment, and can help you to confidently make productive and evidence-based interventions in class discussions, citing where authors/creators have used evidence to make their arguments.

    Writing assignments, making up approximately 60% of final grade assessment are as follows:

     1a.  Weeks 2-4:  What did you learn? List of words, sites, people and concepts in week’s reading assignment with which you hadn’t before been familiar AND brief statement of what you learned (latter 250-500 words)

    1b. Weeks 5-10: Critiques:  critical, analytical discussion of assigned readings (750 words, approximately) that build on earlier weeks’ practices.  The objective here is to develop and sharpen your skills in 1) identifying authors’ arguments, evidence, and expository devices and 2) succinctly and coherently situate them in the context of class presentations, discussions and other readings to date and 3) correctly citing authors’/creators’ interventions (name, title of work, date of production, relevant page/s quoted or invoked.  These critiques are another way to demonstrate that you have completed and engaged with the week’s assignment, and can help you to confidently make productive and evidence-based interventions in class discussions, citing where authors/creators have used evidence to make their arguments.

    ASSIGNMENTS AND EVALUATION

    EVALUATION

     

    v Weeks 2-4: 

    a.     list of terms and concepts unfamiliar to you from week’s reading, defined!

    b.     takeaway from week’s reading:  about historical practice, about space and time, about what happened/is said to have happened and evidence.  Approximately 250-500 words

    v Weeks 5-10:

    Critiques, approximately 500-750 words:  Due on Moodle by TUESDAYS by midnight. as noted in assignments schedule below and scored/evaluated as follows:

    1=minimal: assignment submitted with heretofore unfamiliar terms listed and defined + descriptive précis of reading
    2=adequate: all of above + analysis of author’s assumptions and expository strategies

    3=solid: all above + also critical engagement with analytical implications of reading
    4=superlative: all of above + synthesis, relating readings to earlier readings and discussions of historical practice and/or to sight/site/cite project

    Attendance and participation will add a + or – to each week’s assessment (absences that are not accounted for garner a failing grade for the week’s assessment).

    2.  Occasionally: working in groups and with these posted critiques and lists of significant terms, concepts, figures, etc., take turns organizing and leading discussions in Wednesday class meeting (week 3 on). This assignment exercises your capacities to synthesize ideas presented by others within a smaller group and in the class as a whole and frame them to generate discussion of concepts and debates presented in reading/viewing assignments.  NB:  you do not need to post a list/critique on Moodle in the week for which you lead discussion.

    These efforts will be graded and together with the weekly critiques and lists, constitute 50% of grade for course. During the week/s you lead discussion, you do not post a critique or a list, but rather, synthesize others’ insights, questions, analyses for discussion. 

    3.  A final group assignment, based on the semester’s critiques and lists: 

    1.     develop a final exam for the rest of the class drawn from the assignments to date.  This assignment aims to build on analytical, synthesizing and discussion-generating/sustaining skills and capacities practiced through the course.  Groups must explain the assumptions underlying their selection and the conceptual framework of the course for which they are producing this exam.  (Due in last week of classes)

    2.     In addition to the group exam, each student is expected to submit an analytical reflection on the process.  Together, the group project and the individual reflections (approximately 1,250 words) count for 20% of the final course grade.  Further details TBA

    NB:  All assignments are subject to change, with changes made in consultation with class members.

    This course proceeds in accordance with and within the framework of Bryn Mawr College’s commitment to ensuring accessibility to all students as outlined here:

    https://www.brynmawr.edu/inside/offices-services/access-services/information-faculty/sample-syllabus-statement-accessibility

    Similarly, this course proceeds in accordance with the College’s Title IX commitment to:

     

    “fostering a safe and inclusive living and learning environment where all can feel secure and free from harassment. All forms of sexual misconduct, including sexual assault, sexual harassment, stalking, domestic violence, and dating violence are violations of Bryn Mawr/Haverford’s policies, whether they occur on or off campus. Bryn Mawr/Haverford faculty are committed to helping to create a safe learning environment for all students and for the College community as a whole. If you have experienced any form of gender or sex-based discrimination, harassment, or violence, know that help and support are available. Staff members are trained to support students in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, and more.       

    The College strongly encourages all students to report any incidents of sexual misconduct. Please be aware that all Bryn Mawr/Haverford employees (other than those designated as confidential resources such as counselors, clergy, and healthcare providers) are required to report information about such discrimination and harassment to the Bi-College Title IX Coordinator.    For more information:  Bryn Mawr Sexual Misconduct Policy   

     

  • Week 3: September 14 & 16

    Week 3:   September 14 & 16

    ·      Shonaleeka Kaul, “The Idea of India:  a historical corrective,” The New Indian Express, August 14, 2020

    ·      Malavika Kasturi and Mekhola Gomes, “To Say That an Indian Nation-State Existed in the Ancient Past is Historical Manipulation,” The Wire, August 17, 2020

    ·      Shonaleeka Kaul, “The Empire Strikes Back:  Ad Hominem as History,” The Wire August 29, 2020

    ·      Malavika Kasturi and Mekhola Gomes, “Debate:  History, Historians and the Many Ideas of India,” The Wire August 28, 2020

    ·      Dilip Menon, “Debate:  History, Historians and a Desire Named India,” September 1, 2020 The Wire

    ·      Janet Abu-Lughod, “The Indian Subcontinent:  On the Way to Everywhere,”  pp. 261-290

    • Shonaleeka Kaul File PDF

      "The Idea of India:  a historical corrective," The New Indian Express Auguist 14, 2020

      1.9 MB · Uploaded 08/31/26, 11:41
    • Kasturi and Gomes File PDF

      Kasturi & Gomes, "To Say That an Indian Nation-State Existed in the Ancient Past is Historical Manipulation," The Wire, August17 2020

      2.1 MB · Uploaded 08/31/26, 11:41
    • Kaul, The Wire Aug 29. 2020 URL

      Shonaleeka Kaur, “The Empire Strikes Back:  Ad Hominem as History,” The Wire August 29, 2020

       

    • Kasturi & Gomes Aug 28, 2020 File PDF
      1.6 MB · Uploaded 08/31/26, 11:41
    • Dilip Menon, “Debate:  History, Historians and a Desire Named India,” The Wire File PDF
      2.8 MB · Uploaded 08/31/26, 11:41
    • Abu-Lughod 1989 File PDF
      • Abu-Lughod, Before European Hegemony: The World System A.D. 1250-1350 (OUP 1989):  “The Indian Subcontinent:  On the Way to Everywhere,” pp. 261-290
      3.2 MB · Uploaded 08/31/26, 11:41
    • Takeaway 2 Forum
    • NYT article that may be of interest re early modern coffee trade URL

      Jonathan Wolfe, "Why Mokha, Historical Port that Shaped the Coffee Trade..." The New York Times, September 12, 2026

      You may need to access article through Tripod or college-supplied subscription to the newspaper

  • Week 4: September 21 & 23

    Current week

    ·     

    ·      Ludden, India and South Asia, ch. 1, “Inventing Civilization” (pp. 9-41)

    ·      Romila Thapar, "Epic and History: Tradition, Dissent and Politics in India," Past and Present no. 125 (November 1989): 3-26

    A. K. Ramanujan, “Three Hundred Ramayanas: Five Examples and Three Thoughts on Translation,” in Vinay Dharwadker, ed., The  

    • Thapar, "Epic and History" 1989 File PDF

      ·      Romila Thapar, "Epic and History: Tradition, Dissent and Politics in India," Past and Present no. 125 (November 1989): 3-26

      470.7 KB · Uploaded 08/31/26, 11:41
    • Ramanujan 2004 File PDF
      1.4 MB · Uploaded 08/31/26, 11:41
    • Takeaway 3 Forum

  • Week 5: September 28 & 30

    ·     

    Week 5:   September 28 & 30

    Ludden, ch. 2 and

    Ludden, ch. 3, “Medieval Territory” (42-91)

    ·     

  • Week 6: October 5 & 7

    ·      

    Ludden, ch. 3, "Early Modern Regions" (pp. 92-134)

    Film:  Mughal-e-Azam, K. Asif, dir. ca. 1960

  • Week 7: October 19 & 21

    v

    Week 7:   October 19 & 21

    ·      Romila Thapar, Somanatha:  The Many Voices of a History (Penguin:  2004)

    v Post CRITIQUE 1 on Moodle by midnight on Tuesday

    P

    • critque 1 week 6 Forum

      ·    Romila Thapar, Somanatha:  The Many Voices of a History (Penguin:  2004)

      Critiques, approximately 500 words:  Due on Moodle by MONDAYS by midnight. as noted in assignments schedule below and scored/evaluated as follows:

      1=minimal: assignment submitted with heretofore unfamiliar terms listed and defined + descriptive précis of reading
      2=adequate: all of above + analysis of author’s assumptions and expository strategies

      3=solid: all above + also critical engagement with analytical implications of reading
      4=superlative: all of above + synthesis, relating readings to earlier readings and discussions of historical practice and/or to sight/site/cite project

    • Al Jazeera article URL

      Dhrthi thought that the article linked here might be of interest to the class.  

      Thanks, Dhrthi.

  • Week 8: October 26 & 28

    Week 6:   October 9 & 11

    ·      Romila Thapar, Somanatha:  The Many Voices of a History (Penguin:  2004)

    v Post CRITIQUE 2 on Moodle by midnight on Monday

     

  • Week 9: November 2 & 4

    Week 7:   REVISION:  Thapar, chapters 6-8

    • Critique 3 week 7 Forum

      Week 7:   October 23 & 25

      Thapar, chs. 6-8

      v Post CRITIQUE 3 on Moodle by midnight on Monday

      Critiques, approximately 500 words:  Due on Moodle by MONDAYS by midnight. as noted in assignments schedule below and scored/evaluated as follows:

      1=minimal: assignment submitted with heretofore unfamiliar terms listed and defined + descriptive précis of reading
      2=adequate: all of above + analysis of author’s assumptions and expository strategies

      3=solid: all above + also critical engagement with analytical implications of reading
      4=superlative: all of above + synthesis, relating readings to earlier readings and discussions of historical practice and/or to sight/site/cite project

    • Hegel, History and India ppt File PPTX
      5.2 MB · Uploaded 08/31/26, 11:41

  • Week 10: November 9 & 11

  • Week 11: November 16 & 18

    Week 9:   November 6 & 8

    ·      India Regulating Act, 1773 

    ·      Edmund Burke,   Speech on India 1787  

    v Post CRITIQUE 5 on Moodle by midnight on Monday

    • Clive in HC 1772 File DOCX

      Robert Clive, speech in HC 1772 on India

      16.1 KB · Uploaded 08/31/26, 11:41
    • India Regulating Act 1773 URL

      India Regulating Act 1773 


      History Sourcebook, Fordham University 

    • Burke 1783 speech on India URL

      Burke 1783 speech on India 

      Internet History Sourcebooks, Fordham University

    • Burke 1788 Hastings impeachment File DOCX
      19.9 KB · Uploaded 08/31/26, 11:41
    • critique 5 week 10 Forum

      Week 9:   November 6 & 8

      ·      India Regulating Act, 1773

      -  Burke speech on India 1783

      v Post CRITIQUE 5 on Moodle by midnight on Monday

    • EIC early years File PPTX

      EIC early years, to Bentinck and Macaulay

      8.9 MB · Uploaded 08/31/26, 11:41

  • Week 12: November 23 & 25: Nov 26 Turkey Day

    • Satranj ke Khilari (Chess Players) URL

      Satyajit Ray, 1977 Satranj ke Khilari (The Chess Players) 

    • Mani, 1987 File PDF

      Bentinck 1829 Minute on Sati

      Lata Mani, "Contentious Traditions:  The Debate on Sati in Colonial India Cultural Critique, No. 7, The Nature and Context of Minority Discourse II (Autumn,1987), pp. 119-156

       

       

      898.9 KB · Uploaded 08/31/26, 11:41
    • week 10 critique Forum

      Lata Mani, "Contentious Traditions:  The Debate on sati in Colonial India," 1989

  • Week 13: November 30 & December 2

    Thanksgiving on Thursday, November 23:  no class on Wednesday, November 22

     

     

  • Week 14: December 7 & 10

    • Lelyveld 1993, Colonial Knowledge File PDF

      David Llelyveld, "Colonial Knowledge and the Fate of Hindustani,"

      Comparative Studies in Society and History, Vol. 35, No. 4. (Oct., 1993), pp. 665-682

       

      525.3 KB · Uploaded 08/31/26, 11:41
    • critique Forum

      David Lelyveld, "Colonial Knowledge..." Comparative Studies in Society and History, Vol. 35, No. 4. (Oct., 1993), pp. 665-682

  • week 13: December 4 & 6

  • Week 14: December 11 & 13

    last week of classes.

    All assigned work due by 12:30 p.m. on Friday, December 22

    • syllabus File DOCX

      History 258:  Themes in British Empire History

      Imagining Indias

      MW 2:40-4 Dalton 10

                                                       

      Professor Madhavi Kale                                          office hours: TTh 3-4, F 10-12

      Old Library 136 x6539                                            https:/calendly.com/f2020/office-hours         

       

       

      Mention of “India” may well conjure the image of a specific formation, with its capital roughly in the center and borders firmly drawn – or hatched and disputed. However, it would be well to remember the relative newness of that mapping, as well as what that map erases – well to remember that the map is a palimpsest under which many other stories and contours have been asserted, lived, denied, assumed, and refused.

      This course proceeds from the assumption that the category of “India” (indeed, of any nation, people, place) is historically produced:  not stable, not continuous, but constituted – politically, geographically, culturally – in specific contexts by specific actors using specific media, technologies and resources to varied ends.  Temporally and thematically, the course focuses on the India constituted by British colonialism, for reasons that I hope will become apparent as the semester proceeds.  A central concern of the course is to cast into relief the contested terrain that is historical scholarship and to try to understand, in the contexts of India, what is at stake in the arguments and battles over what constitutes the past of the nation.

      While this is in many ways a course about developments and dynamics that took place in and around "India" as a site of historical production and political projection in various conjunctures in "the past," it is also very much about the conditions and mutually-constitutive discourses on race, caste, gender, class, labor, nation and citizenship in which people experience, frame, critique, defend and otherwise engage myriad imaginings of “India,” in the "present" we currently inhabit.   The course is designed accordingly, so that students can develop their reading, analytical, critical and expository skills as we proceed through events and debates around slavery, modernity, and historical practice.    

      32.6 KB · Uploaded 08/31/26, 11:41

  • Week 1: August 31 & September 2

    The Periplus of the Erythrean Sea

    ·      Isabel Hofmeyr and Charne Lavery, “Exploring the Indian Ocean as a Rich Archive of History – Above and Below the Water Line,” The Wire, June 20, 2020  https://thewire.in/environment/indian-ocean-history-archive-world-ocean-day

    U

    ·      Ludden, India and South Asia, Intro, “Social History and Political Territory” (pp. 1-8)

    htt

  • Week 2: Labor Day no class & September 9

    Week 2:   Labor Day no class; September 9

    • Abu-Lughod, Before European Hegemony: The World System A.D. 1250-1350 (OUP 1989): “The Indian Ocean System:  Divided Into Three Parts,” pp. 251-260

    ·      Ludden, “Presidential Address:  Maps in the Mind and the Mobility of Asia,” The Journal of Asian Studies 62, no. 4 (November 2003):1057–1078

    htt

    h

    • Abu-Lughod 1989 Indian Ocean System File PDF
      • Abu-Lughod, Before European Hegemony: The World System A.D. 1250-1350 (OUP 1989): “The Indian Ocean System:  Divided Into Three Parts,” pp. 251-260 -- note:  pdf includes reading for this week and for week 5!
      3.2 MB · Uploaded 08/31/26, 11:41
    • Ludden, Presidential Address 2003 File PDF

      David Ludden, "Presidential Address:  Maps in the Mind and the Mobility of Asia," The Journal of Asian Studies 62,no. 4 (November 2003)j: 1057-1078

      598.7 KB · Uploaded 08/31/26, 11:41
    • Takeaways 1 Forum

      What did you learn? List of words, sites, people and concepts in week’s reading assignment with which you hadn’t before been familiar AND brief statement of what you learned (latter 250-500 words)