Cynthia Talbot

This undergraduate seminar focuses on South Asia during the era of the Mughal empire. Much of the Indian subcontinent came under the control of the Mughal dynasty, ushering in a period of peace and prosperity during which long-lasting economic and cultural linkages were formed between the various regions of the subcontinent. Aside from its cultural splendor, political might, and booming economy, Mughal India is also important for the many ways in which it shaped South Asia's development in subsequent centuries. We will therefore look not only at Mughal India at the height of imperial power between approximately 1550 to 1750, but also at the continuing legacies and symbolic relevance of the Mughal dynasty in British India and in India today. 

The basic political history of the period will be covered in the course, through occasional lectures by the instructor and readings drawn from recent secondary scholarship on the Mughal empire. However, the emphasis will be on exposing students first-hand to original sources from the Mughal period such as court chronicles and European travel accounts, as well as material from more recent eras such as films and historical novels. Considerable class time will also be spent on the painting and architecture of the era, as well as on the religious patronage and social composition of the court elites. By the end of the semester, students should be familiar with the main developments of the Mughal era and have a sense of how the Mughal dynasty has been remembered by later generations.

Texts:

1) Catherine B. Asher & Cynthia Talbot, India Before Europe

2) Andre Wink, Akbar (Makers of the Muslim World series)

3) Audrey Truschke, Aurangzeb

4) numerous other excerpts from primary sources (on Canvas)

Gradings:

5 reading responses (400-500 words each)                               25%

comparing emperors paper, 2 drafts (1500 words)                   25%

primary source analysis paper (2500 words)                              30%

performance as discussion leader                                      5%

attendance & participation                                                 20%

“Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE. It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective. Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters. While covering the content of the human past, we will also investigate methods of historical study to discover how history is constructed from both material remains and written sources.  This entry-level course aims to teach historical thinking as well as historical content, impart a basic grasp of the premodern past, and stimulate the development of large-scale frameworks for historical analysis.

Texts:

-- textbook, to be determined

-- numerous essays and book chapters provided on course website

Grading:

Exams (3 x 25% each) = 75%; digital history project (3 x 5% each) = 15%; map quizzes = 5%; attendance & participation = 5%.

This course surveys the history of South Asia during the era prior to British colonial rule.  It begins ca. 1200 with the establishment of Muslim political power in North India and ends ca. 1750 with the emergence of British dominance in East India.  The large states which emerged in this period – the Delhi Sultanate, the Vijayanagara kingdom of South India, and the Mughal empire – incorporated  regions of South Asia that had previously been politically divided and stimulated the circulation of ideas, peoples, and goods throughout the subcontinent and beyond.  The increased scale of these political networks led to greater uniformity and communication in the society and economy of South Asia, as well as the growth of a pan-Indian elite culture.  At the same time, the diversity of South Asian culture and society increased during the timespan from 1200 to 1750, due to the influx of peoples and religions of foreign origin coming overland from Afghanistan and Persia and also overseas from Europe and elsewhere.   The roots of contemporary South Asia -– an area that is distinctly different from other parts of the world yet is also very diverse internally – thus lie in the precolonial era.
Texts:
1) C. Asher & C. Talbot, India before Europe
2) Banarsidas, Ardhakathanak: A Half Story, trans. Rohini Chowdhury
3) excerpts from The Rehla of Ibn Battuta, Hasan Sizji's Morals of the Heart, 
    Baburnama, Humayunnama, Michael Fisher's Visions of Mughal India etc.
Grading:
2 papers (4-6 pps each)= 40%
2 exams (ID & essay))= 50%
1 set of discussion questions=   5%
attendance & participation=   5%

"Cultural Encounters: Europe & Asia, 1450-1750" is the theme of this Capstone in History research seminar.  As individuals and their objects moved in larger and larger circuits around the world during this first era of globalization, they often interacted with people and places that were new to them.  This course focuses on cultural encounters that occurred in Asia, primarily between Europeans and South, Southeast, or East Asians.  Source materials relating to these encounters include paintings by Asian artists that depict the novel appearance of foreign bodies and costumes, as well as hybrid forms of architecture that emerged in port cities like Goa, Batavia, Macau, and Nagasaki.  While students will be exposed to a range of primary sources, in addition to a general survey of their historical background,  the emphasis will be on the most abundant and accessible type of materials for us – the letters and memoirs in which diplomats, traders, and missionaries wrote about their travels in strange lands.  Travel narratives were especially popular in seventeenth-century Europe; we will see some of the original books in a visit to the Harry Ransom Center.  In the second half of the course, students will engage in a substantial research project, conducted in several stages and culminating in a 15-20 page paper.  As in other HIS 378W seminars, the objective of this course is mastery of the essential skills of the discipline of History: a critical evaluation of primary sources, active engagement with secondary sources, and the articulation of a cogent argument that is situated within the existing scholarship.

Texts (tentative):
John E. Wills, The World from 1450 to 1700
Meredith Martin & Daniela Bleichmar, eds., Objects in Motion in the Early Modern World
Ivo Kamps and Jyotsna G. Singh, eds., Travel Knowledge: European “Discoveries” in the Early Modern Period

Grading:
attendance and participation (20%); quiz on general history (10%); 2 drafts of short paper comparing travelers to Mughal India (20%); research project including research proposal, 2 drafts of research paper, class presentation (50%).

“Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE. It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective. Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters. This entry-level course aims to teach historical thinking as well as historical content, impart a basic grasp of the premodern past, and  stimulate the development of large-scale frameworks for historical analysis.

-- Robert W. Strayer, Ways of the World, A Brief Global History with Sources
                        Vol.1: To 1500, Bedford/ St. Martins.
-- Neil MacGregor, A History of the World in 100 Objects, Viking Press.
-- numerous essays and book chapters provided on course website

Exams (3 x 25% each) = 75%; reading worksheets (4 x 5% each) = 20%; attendance & participation = 5%.

This seminar focuses on the Indian subcontinent and the larger Indian Ocean world during the centuries from 1500 to 1800, a period when economic and political networks were expanding both within India and throughout the Indian Ocean at large.  Bigger and stronger states, a growing volume of trade over long distances, and increasing human mobility are among the distinctive features of early modernity in this region.  While our point of view will center on South Asia, we will also look at South Asia's connections with other sectors of the Indian Ocean as we explore themes such as the formation of empires, the movements of people, cultural encounters, and the circulation of commodities.  In this combined reading/research seminar, there will be scope for students to pursue individual research, including on transnational topics beyond South Asia.

The semester will be divided into three sections.  In the first section, everyone will read the same 4-5 articles per week as we reflect on the concept of early modernity, the usefulness of an Indian Ocean perspective, the scale of the Vijayanagara and Mughal empires, network theory, and the nature and volume of long-distance trade.  Students will sum up the state-of-the field in a short paper (6 pp.).  In the second section of the course, everyone will read the same 2 articles a week as we examine several thematic trends in recent scholarship, such as a focus on cosmopolitan and vernacular languages, changes in religious traditions, the trade in textiles and porcelain, and migration/mobility.  Students will also read two different books relating to their own research interests and present them to the class before writing a review (3 pp.) on each.  In the final section of the course, students will engage in an individual research project, culminating in an oral presentation to the class and a written paper (10-15 pp.).

Grading: state-of-the-field essay (20%), book reviews (20%), research paper (30%), participation (25%), oral presentations (5%).

Required reading: a variety of essays and articles that will be made available electronically.  Recommended background reading: Asher & Talbot, India before Europe; Edward A. Alpers, The Indian Ocean in World History. 

This undergraduate seminar examines long-distance travel and trade in the Indian Ocean region from approximately 1000 to 1700 AD.  It looks both at the experiences of individual travelers as recorded in narratives about their journeys, and also at larger patterns of trade, migration, exploration, and conquest within this extensive region extending from the shores of East Africa to Japan.  Although the course explores the significance of travel narratives as a genre of literature, the emphasis is on the historical developments that led to growing travel from one world region to another and also on the cultural differences reflected in the accounts.  The greatest attention is paid to the Indian subcontinent, due to its focal point in the region, but other sectors of the Indian Ocean are also considered.  A comparative perspective is fostered through analysis of travel accounts written by people from the Middle East and China, in addition to the more abundant travel literature produced by Europeans.

Students will be exposed to a variety of traders and travelers in the first part of the course, as well as to recent ideas about travel literature as a whole.  Toward the end of the semester, students will engage in individual research on a topic of their own choice.  Possible topics for research include an in-depth analysis of a specific traveler, a comparison of writings on a particular region by different types of travelers such as traders and missionaries, an analysis of differing attitudes towards different regions by the same type of traveler, or a study of changes in trade routes to a region.

Texts:

1) Michael Pearson, The Indian Ocean (Seas in History)

2) Louise Levathis, When China Ruled the Seas

3) Michael Fisher , Visions of Mughal India

4) Michael Cooper, They Came to Japan

5) Roxani E. Margariti, Aden and the Indian Ocean Trade

6) course pack

Grading:

5 reading responses                                20%

2 drafts of analytical paper                     25%

research paper proposal                            5%

oral presentation of research                    5%

2 drafts of research paper                       30%

attendance & participation                     15%

This course surveys the history of South Asia during the era prior to British colonial rule.  It begins ca. 1200 with the establishment of Muslim political power in North India and ends ca. 1750 with the emergence of British dominance in East India.  The large states which emerged in this period – the Delhi Sultanate, the Vijayanagara kingdom of South India, and the Mughal empire – incorporated  regions of South Asia that had previously been politically divided and stimulated the circulation of ideas, peoples, and goods throughout the subcontinent and beyond.  The increased scale of these political networks led to greater uniformity and communication in the society and economy of South Asia, as well as the growth of a pan-Indian elite culture.  At the same time, the diversity of South Asian culture and society increased during the timespan from 1200 to 1750, due to the influx of peoples and religions of foreign origin coming overland from Afghanistan and Persia and also overseas from Europe and elsewhere.   The roots of contemporary South Asia -– an area that is distinctly different from other parts of the world yet is also very diverse internally – thus lie in the precolonial era.

Texts:

1) C. Asher & C. Talbot, India before Europe

2) Banarsidas, Ardhakathanak: A Half Story, trans. Rohini Chowdhury

3) excerpts from The Rehla of Ibn Battuta, Hasan Sizji's Morals of the Heart, ?    Baburnama, Humayunnama, Michael Fisher's Visions of Mughal India etc.

Grading:

2 papers (4-6 pps each)= 40%

2 exams (ID & essay))= 50%

1 set of discussion questions=   5%

attendance & participation=   5%

Please check back for updates.

FLAGS:   GC  |  Wr  |  II

Description:

This undergraduate seminar focuses on India's classical epics, the Mahabharata and the Ramayana.  Although they originated in ancient times, these two captivating narratives have been retold in different languages and formats over the centuries, including most recently in the form of TV serials and graphic novels.  Among the topics to be explored are the martial ethos of ancient India, the complexities of dharma, the ideology of kingship, traditional gender norms, the recent politicization of the Ramayana, and the use of the epics to counter social and gender hierarchy.  Students will read abbreviated versions of the epics along with excerpts from various translations of the complete narratives; they will also be exposed to other primary sources including paintings, traditional theatrical performances, and modern films and TV shows.

Texts: 

1) Chakravarthi V. Narasimhan, The Mahabharata

2) Gurcharan Das, The Difficulty of Being Good

3) R. K. Narayan, The Ramayana

4) Numerous articles and essays provided on Canvas.

Grading:

reading responses (6 x 5% each) = 30%; analytical essays (2 x 25% each) = 50 %; film review = 5%; attendance & participation = 15%

Please check back for updates.

This interdisciplinary seminar, designed for students with a range of backgrounds and interests, will examine various aspects of the Hindu temple within the context of Indian history as a whole.  During the course of the semester, we will survey the cultural dimensions of temples, investigate specific major temples as case-studies, and analyze recent scholarship on the effects of medieval temple patronage, the impact of Muslim rule on temples, and the changes caused by modernity and the global diaspora.  Special emphasis will be given to the institutional aspects of the Hindu temple and its involvement in the larger economy, society, and polity surrounding it.  Students will be assigned readings in common throughout the semester but will also have the opportunity to pursue individualized research on topics of their choice, including the temple's religious and art-historical significance.  The format of the course will be mostly group discussion, with occasional short lectures by the instructor as well as oral presentations by students.  By the end of the semester, students should have a better understanding both of the temple's place in Indian society and of the ways in which the study of temples can yield insights into India's past.

Texts:

Numerous journal articles or sections of books, posted on Canvas course website.

Grading:

Participation & presentations =30%;

six Reading Responses of 500-700 words each = 20%;

Paper (8-12 pp.) reporting on a specific temple = 20%;

Paper (12-17 pp.) analyzing an issue related to temples = 30%.

This course covers the history and culture of South Asia from its protohistoric beginnings in the Indus Valley through the period of the early empires of the Mauryas and Guptas (roughly, 2500 B.C.E. to 500 C.E.). The emphasis will be on understanding the general patterns of socio-cultural change rather than the specifics of political history.  Considerable attention will therefore be given to social organization and ideology, religious institutions and patronage,  conceptions of kingship, and the evolution of classical culture.   Students will be exposed first hand to ancient Indian culture  through the required reading of several contemporary texts in translation.  The class format is primarily lecture but several discussion sessions will be held during the semester.  

Texts

Subject to change:

1) R. S. Sharma, India’s Ancient Past

2) Shereen Ratnagar, Understanding Harappa

3) N. A. Nikam and Richard McKeon, ed., The Edicts of Asoka

4) Richard H. Davis, Global India ca. 100 CE: South Asia in Early World History

5) Patrick Olivelle, trans., The Law Code of Manu

6) Kalidasa, The Recognition of Sakuntala, trans. W. J. Johnson

7) numerous images and excerpts from texts, supplied on Blackboard

Grading

4 reading responses (300 words apiece) 20%

2 short papers (4-5 pages)  30% (15% each)

2 exams 45% (22.5% each)

Participation   5%

This undergraduate seminar focuses on South Asia during the era of the Mughal empire.  Much of the Indian subcontinent came under the control of the Mughal dynasty, ushering in a period of peace and prosperity during which long-lasting economic and cultural linkages were formed between the various regions of the subcontinent.  Aside from its cultural splendor, political might, and booming economy, Mughal India is also important for the many ways in which it shaped South Asia's development in subsequent centuries.  We will therefore look not only at Mughal India at the height of imperial power between approximately 1550 to 1750, but also at the continuing legacies and symbolic relevance of the Mughal dynasty in British India and in India today.

The basic political history of the period will be covered in the course, through occasional lectures by the instructor and readings drawn from recent secondary scholarship on the Mughal empire.  However, the emphasis will be on exposing students first-hand to original sources from the Mughal period such as court chronicles and European travel accounts, as well as material from more recent eras such as films and historical novels.  Considerable class time will also be spent on the painting and architecture of the era, as well as on the religious patronage and social composition of the court elites.  By the end of the semester, students should be familiar with the main developments of the Mughal era and have a sense of how the Mughal dynasty has been remembered by later generations.

Texts:

1) Catherine B. Asher & Cynthia Talbot, India Before Europe

2) Andre Wink, Akbar (Makers of the Muslim World series)

3) Michael Fisher, Visions of Mughal India: An Anthology of European Travel Writing

4) Wheeler M. Thackston trans., Baburnama: Memoirs of Babur, Prince and Emperor

5) course pack

Grading:

6 reading responses (300 words each)        20%

2 drafts of short paper (5 pages)            25%

research paper proposal                   5%

2 drafts of research paper (8-10 pages)        30%

attendance & participation                20%

“Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE.  It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective.  Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters.  This entry-level course aims to teach historical thinking as well as historical content, to impart a basic grasp of the premodern past as well as to stimulate the development of large-scale frameworks for historical analysis. Although this course has no prerequisites and assumes no prior knowledge of the subject, students are presumed to be capable of critical reflection upon both lectures and readings.

Texts:

-- R. Strayer, Ways of the World, A Brief Global History with Sources vol. 1

-- Anonymous, Epic of Gilgamesh, tr. D. Ferry

-- Jared Diamond, Collapse (selected chapters)

-- P. A. McAnany & T. G. Negron, "Bellicose Rulers and Climatological Peril" in Questioning Collapse, ed. P. A. McAnany & N. Yoffee

-- Asoka's Rock Edict XIII

-- Sima Qian, The First Emperor, tr. R. Dawson (selected chapters)

-- reading on Cleopatra (to be announced)

-- Marco Polo, Travels, tr. R. Latham  (selected chapters)

-- Ross Dunn, The Adventures of Ibn Battuta  (selected chapters)

Grading:

Exams (3 x 20% each) = 60%; quizzes = 15%; reading worksheets = 20%; attendance & participation = 5%.

This undergraduate seminar focuses on India's classical epics, the Mahabharata and the Ramayana.  Emphasis will be placed on understanding the epic characters in relation to the heroic traditions of premodern India, as well as on the role of the epics in contemporary Indian political and religious culture.  Although the ancient Sanskrit epics will be treated at greatest length, we will also explore regional-language versions of the narratives from the middle ages.  In the first ten weeks of the course, the class format will vary between lectures by the instructor and group discussion. During the final five weeks, students will be engaged largely in thinking and writing on a topic of their choice.  By the end of the semester student will have become familiar with India's epic traditions, gained greater appreciation of the humanistic value of epic literature worldwide, and improved their ability to express themselves in writing.

Texts:

1)  Chakravarthi V. Narasimhan, The Mahabharata (Columbia University. Press, 1997)

2)  Gurcharan Das, The Difficulty of Being Good (Oxford University Press, 2010)

3)  R. K. Narayan, The Ramayana (Penguin Classics, 2006)

4) Numerous articles and essays provided on Blackboard.

Grading:

5 reading responses     25%

2 drafts of analytical paper   25%

research paper proposal      5%

2 drafts of research paper   25%

attendance & participation  20%

This course surveys the history of South Asia during the era prior to British colonial rule.  It begins ca. 1200 with the establishment of Muslim political power in North India and ends ca. 1750 with the emergence of British dominance in East India.  The large states which emerged in this period – the Delhi Sultanate, the Vijayanagara kingdom of South India, and the Mughal empire – incorporated  regions of South Asia that had previously been politically divided and stimulated the circulation of ideas, peoples, and goods throughout the subcontinent and beyond.  The increased scale of these political networks led to greater uniformity and communication in the society and economy of South Asia, as well as the growth of a pan-Indian elite culture.  At the same time, the diversity of South Asian culture and society increased during the timespan from 1200 to 1750, due to the influx of peoples and religions of foreign origin coming overland from Afghanistan and Persia and also overseas from Europe and elsewhere.   The roots of contemporary South Asia -– an area that is distinctly different from other parts of the world yet is also very diverse internally – thus lie in the precolonial era. 

Assigned Reading (Tentative)

            1) C. Asher & C. Talbot, India before Europe

            2) excerpt from Ibn Battuta on Muhammad Tughluq

            3) travel accounts of Abd al-Razzaq and Domingo Paes

            4) Gulbadan Begum’s Humayun-nama

            5) Paramananda's The Epic of Shivaji, trans. James W. Laine and S. S. Bahulkar

            6) coursepack

Requirements & Grading  (Tentative)

                        2 papers (4-6 pps each)                       = 40%

                        2 exams (ID & essay))                        = 50%

                        1 set of discussion questions               =   5%

                        attendance & participation                   =   5%

This seminar focuses on South Asia during the era of the Mughal empire, ca. 1500-1800.  Much of the Indian subcontinent came under the control of the Mughal dynasty, ushering in a period of peace and prosperity during which long-lasting economic and cultural linkages were formed between the various regions of the subcontinent.  Aside from its cultural splendor, political might, and booming economy, Mughal India is also important for the many ways in which it shaped South Asia's development in subsequent centuries.  We will therefore look not only at Mughal India at the height of imperial power between approximately 1550 to 1750, but also at the continuing legacies and symbolic relevance of the Mughal dynasty in British India and in India today. 

 The course will be divided into three parts.  In the first part, students will get a general understanding of how Mughal India has been regarded both in popular memory and in academic historiography. Original sources from the era will be the focus of the second section of the course, especially Persian chronicles, foreign travelers' accounts, and courtly painting.  In the last few weeks of the semester, students will embark on an individual research paper on a topic of their choice, in consultation with the instructor.  This research paper should relate to some aspect of the period but need not be focused on the Mughal empire or court.  Alternatively, students could investigate some aspect of modern popular culture (films, historical fiction, etc.) rather than the cultural productions of the Mughal age or recent scholarship. 

ASSIGNED READINGS (Tentative):

1) Andre Wink, Akbar (Makers of the Muslim World series)

2) William Dalrymple, The Last Mughal  [to be purchased]

3) Michael Fisher, Visions of Mughal India: An Anthology of European Travel Writing

4) excerpts from Wheeler M. Thackston trans., Baburnama

5) multiple other readings provided on Blackboard

6) (optional) C. Asher & C. Talbot, India Before Europe  [to be purchased]

7) (optional) John F. Richards, Mughal Empire [ebook from UT libraries]

REQUIREMENTS

Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

                        State of the field essay (6-8 pages) = 25%

                        Review of original sources (4 pp.) = 10%

                        Research paper (8-12 pp,) = 30%

                        Presentations = 10%

                        Participation  = 25%

Course Description:

 “Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE.  It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective.  Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters.  This entry-level course aims to teach historical thinking as well as historical content, to impart a basic grasp of the premodern past as well as to stimulate the development of large-scale frameworks for historical analysis. Although this course has no prerequisites and assumes no prior knowledge of the subject, students are presumed to be capable of critical reflection upon both lectures and readings.

Readings (tentative):

-- R. Strayer, Ways of the World, A Brief Global History with Sources vol. 1

-- Neil McGregor, A History of the World in 100 Objects

-- British Museum, A History of the World in 100 Objects website

-- extracts of original sources in translation (provided on Blackboard)

Requirements (tentative):

There will be three non-cumulative exams, consisting of both short answer and essay questions. Several short, factual, multiple-choice quizzes based on the assigned textbook readings will be administered on Mondays.  A series of reading worksheets will accompany our non-textbook sources.  Attendance and participation is another component of the final grade. The various aspects of student performance are weighted:

exams (3 x 20% each) = 60%; quizzes = 15%; reading worksheets = 20%; attendance & participation = 5%.

            This undergraduate seminar focuses on India's epics, including the classical Mahabharata and the Ramayana.  Particular emphasis will be placed on understanding the epic characters in relation to the heroic traditions of premodern India, as well as in relation to the religious traditions of both past and present.  Although the Sanskrit epics will be treated at greatest length, we will also explore regional-language versions of the classical epics and to read an oral folk epic, the Epic of Pabuji.  In the first part of the course, the class format will vary between lectures by the instructor and group discussion. Toward the end of the semester, students will be engaged largely in research on a topic of their choice. 

Requirements and Grading

            Since the course is an undergraduate seminar with a writing flag, a considerable amount of reading and writing is required.  In the first part of the semester, there will be two short essays (4-6 pp. each) based on the readings and films covered jointly by the class.  Students will prepare two drafts of the first essay, based on instructor feedback.  Subsequently, students will embark on individual research on a specific region and time period, resulting in two drafts of a research paper (8-12 pp.).  Each paper must be based on at least five books and/or articles --bibliographic assistance will be provided by the instructor. 

            The success of the course will depend heavily on student participation.  For that reason, your attendance will be noted and constitute a component in the final grade.  Students are expected to have completed reading assignments and be prepared for discussion on the specified dates.  In the second half of the semester, each student will make an oral presentation to the class, reporting on progress made in his/her research project.  Students will also be required to participate in anonymous critiques of papers submitted by their classmates. 

             Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

                         Two short essays (4-6 pp. each)             = 30%                         Research paper project (8-12 pp.)          = 40%                         Participation                                 = 30%

Required Texts (tentative):

1)  Chakravarthi V. Narasimhan, The Mahabharata 2)  R. K. Narayan, The Ramayana 3)  John D. Smith, The Epic of Pabuji 4)  numerous articles or book chapters available on Blackboard or in a coursepack

DESCRIPTION

            This interdisciplinary seminar, designed for students with a range of backgrounds and interests, will examine various aspects of the Hindu temple within the context of Indian history as a whole.  During the course of the semester, we will survey the cultural dimensions of temples, investigate specific major temples as case-studies, and analyze recent scholarship on the effects of medieval temple patronage, the impact of Muslim rule on temples, and the changes caused by colonialism and the global diaspora.  Special emphasis will be given to the institutional aspects of the Hindu temple and its involvement in the larger economy, society, and polity surrounding it.  Students will be assigned readings in common throughout the semester but will also have the opportunity to pursue individualized research on topics of their choice, including the temple's religious and art-historical significance.  The format of the course will be mostly group discussion, with occasional short lectures by the instructor as well as oral presentations by students.  By the end of the semester, students should have a better understanding both of the temple's place in Indian society and of the ways in which the study of temples can yield insights into India's past. 

TEXTS

1) George Michell, The Hindu Temple

2) selections from  Adam Hardy, ed., The Temple in South Asia, 2 vols.

3) numerous journal articles or sections of books, posted on Blackboard course site

ASSIGNMENTS & GRADING

            The success of the seminar will depend largely on your participation in discussion, which will accordingly constitute a sizable component of your grade for the course.  Students should be prepared to actively contribute to class discussion every week, without prompting from the instructor. 

            In order to ensure that you have reflected on the assigned readings in a timely fashion, you will be required to submit six reading responses, each 500-700 words in length.  These responses should address the questions listed as "discussion focus" after the weekly readings, and must be submitted on our Blackboard site (Assignments section) by 10 pm the night before class -- note that there are eight sets of readings with questions on the syllabus, out of which you must choose six.  

             Students will additionally be required to submit two research papers.  In the first paper (about 10 pages long), you will be asked to describe the important characteristics of a temple or set of temples of your choice.  In the second paper (approximately 15 pages) you will conduct an in-depth analysis of some issue relating to temples.  Electronic version of papers must be submitted on Blackboard, to be circulated to all class members.  The results of your research must also be communicated to the class in the form of two oral presentations.  Summaries of anonymous peer critiques of the first oral presentation will be provided by the instructor to facilitate improvement. 

            Various aspects of performance will be weighted as listed below:

                        Participation & presentations                        30%

                        Reading responses (2 pp. each x 6)             20%

                        Temple report paper (8-12 pp.)             20%

                        Issue analysis paper (12-17 pp.)             30% 

            This course covers the history and culture of South Asia from its protohistoric beginnings in the Indus Valley through the period of the early empires of the Mauryas and Guptas (roughly, 2500 B.C.E. to 500 C.E.).  In chronological sequence, we will examine the origins of South Asian civilization, Vedic society, the second urbanization and the emergence of early states as well as Buddhism and Jainism, the significance of the Mauryan empire, the influx of peoples and ideas between 200 B.C.E. and 300 C.E., the growth of brahmin orthodoxy and ideas on political strategy, the spread of historic civilization outside the North Indian heartland, and the nature of Gupta culture and polity. 

            The emphasis will be on understanding the general patterns of socio-cultural change rather than the specifics of political history.  Considerable attention will therefore be given to social organization and ideology, religious institutions and patronage,  conceptions of kingship, and the evolution of classical culture.   Students will be exposed first hand to ancient Indian culture  through the required reading of several contemporary texts in translation.  The class format is primarily lecture but several discussion sessions will be held during the semester.  

ASSIGNED READING (TENTATIVE):

1) D. N. Jha, Ancient India in Historical Outline 2) Jonathan Mark Kenoyer,  Internet essay "Around the Indus in 90 Slides"             <http://www.harappa.com/indus/indus1.html> 3) N. A. Nikam and Richard McKeon, ed., The Edicts of Asoka 4) John S. Strong, The Legend of King Asoka 5) Patrick Olivelle, trans., The Pancatantra: The Book of India's Folk Wisdom 6) Kalidasa, The Recognition of Sakuntala, trans. W. J. Johnson 7) short excerpts from original sources in translation, supplied on Blackboard

REQUIREMENTS  (TENTATIVE):

2 Short Papers                         45% (22.5% each) 2 Exams                                    50% (25% each) Participation                                      5%

350L

DESCRIPTION:

            This undergraduate seminar examines long-distance travel and trade in the Indian Ocean region from approximately 1000 to 1700 AD.  It looks both at the experiences of individual travelers as recorded in narratives about their journeys, and also at larger patterns of trade, migration, exploration, and conquest within this extensive region extending from the shores of East Africa to Japan.  Although the course explores the significance of travel narratives as a genre of literature, the emphasis is on the historical developments that led to growing travel from one world region to another and also on the cultural differences reflected in the accounts.  The greatest attention is paid to the Indian subcontinent, due to its focal point in the region, but other sectors of the Indian Ocean are also considered.  A comparative perspective is fostered through analysis of travel accounts written by people from the Middle East and China, in addition to the more abundant travel literature produced by Europeans. 

            Students will be exposed to a variety of traders and travelers in the first part of the course, as well as to recent ideas about travel literature as a whole.  Toward the end of the semester, students will engage in individual research on a topic of their own choice.  Possible topics for research include an in-depth analysis of a specific traveler, a comparison of writings on a particular region by different types of travelers such as traders and missionaries, an analysis of differing attitudes towards different regions by the same type of traveler, or a study of changes in trade routes to a region.

READINGS  (TENTATIVE):

1) Michael Pearson, The Indian Ocean (Seas in History) 2) Louise Levathis, When China Ruled the Seas 3) Michael Fisher , Visions of Mughal India 4) Michael Cooper, They Came to Japan 5) Roxani E. Margariti, Aden and the Indian Ocean Trade 6) course pack

REQUIREMENTS  (TENTATIVE):

In the first part of the semester, students will be required to submit five short reading responses (500 words in length).  Several of these written reactions to a question about the assigned readings will be reviewed by the class as a whole every week.  Each student will also write two drafts of an analytical paper (1500 words) relating to the course readings; the first draft of the paper will be revised on the basis of an anonymous peer review carried out by two class members. 

Subsequently, students will embark on individual research on a topic of their own choosing, beginning with a research proposal (abstract and bibliography) and culminating in two drafts of a research paper (3000 words).  Each student will make an oral presentation to the class, reporting on progress made in his/her research project.  Students will also be required to participate in anonymous critiques of papers submitted by their classmates.

Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

5 reading responses                                      20% 2 drafts of analytical paper                         25% research paper proposal                           5% oral presentation of research                          5% 2 drafts of research paper                         30% attendance & participation                        15%

This seminar examines the nature of historical writing and consciousness in premodern India, a society often said to lack a sense of history because it produced little in the way of traditional historical narratives.  Rather than evaluating Indian texts by standard measures of historicity, in this course we will attempt to understand indigenous conceptions of the past as revealed in a number of different genres including the purana-itihasa tradition, the inscriptional genealogy, historical kavya, regional-language narratives, bhakti and Sufi hagiographies, and Indo-Muslim chronicles.  The underlying premise is that such material can indeed be fruitfully interpreted from the perspective of social, cultural, and intellectual history, and so one of the objectives of the course will be to explore innovative approaches and methods of analysis.  The other goal is to provide a basic familiarity with the range of historical writing and thinking in India, with an emphasis on the premodern era.  

During the first few weeks of the semester, we will collectively read some secondary works on historical traditions and narratives in general as well as excerpts from several Indian works in translation (i.e., Mahabharata, Visnu Purana, a Cola inscription, and Harsacarita).  We will also look at some of the recent secondary scholarship on the telling of life histories (biographies, autobiographies, memoirs).  In the second half of the semester, we will continue to do some reading together as a group, but members of the class will also engage in individual research on historiographic texts and traditions of their choice.  (Note: students whose training is focused on the modern period can choose to do their projects on the nineteenth and twentieth centuries.)  The format of the course will be mostly group discussion, with occasional short lectures by the instructor as well as oral presentations by students.  

Texts

Banarsidas, Ardhakathanak (Half a Story).
numerous essays provided on Blackboard course site

Grading

Among the requirements for the course are two written assignments.  In the first paper, students will assess one or more of the assigned original sources (in translation) in light of the various scholarly theories and analyses covered in the course.   At least two original historical works in translation or their equivalent must be read for the second, longer, paper, based on individual research.  Students will also be required to make two oral presentations to the class.  One presentation will consist of a report on a book read for the individual research paper, while the second presentation will summarize the research project.  The success of the seminar will depend largely on participation in discussion, which will accordingly constitute a sizable component of the final grade for the course.

Various aspects of performance will be weighted as listed below:

        presentations            10%
        participation             20%
        paper 1 (8 pp.)        30%
        paper 2 (12-15 pp.)        40%

Mughal India in History & Memory-W

Spring 2010, T 3:30-6:30                                                                                Cynthia Talbot

HIS 350L (39660)/ ANS 361 (30950)/ ISL 372 (42070)                                      GAR 2.128

COURSE DESCRIPTION:

This undergraduate seminar focuses on South Asia during the era of the Mughal empire.  Much of the Indian subcontinent came under the control of the Mughal dynasty, ushering in a period of peace and prosperity during which long-lasting economic and cultural linkages were formed between the various regions of the subcontinent.  Aside from its cultural splendor, political might, and booming economy, Mughal India is also important for the many ways in which it shaped South Asia's development in subsequent centuries.  We will therefore look not only at Mughal India at the height of imperial power between approximately 1550 to 1750, but also at the continuing legacies and symbolic relevance of the Mughal dynasty in British India and in India today.  

The basic political history of the period will be covered in the course, through occasional lectures by the instructor and readings drawn from recent secondary scholarship on the Mughal empire.  Students will also be exposed students first-hand to original sources from the Mughal period such as court chronicles and European travel accounts, as well as material from more recent eras such as films, art, and comic books.  By the end of the semester, students should be familiar with the main developments of the Mughal era and have a sense of how the Mughal dynasty has been remembered by later generations.

READINGS (available through Blackboard):

1) Catherine B. Asher & Cynthia Talbot, India Before Europe, chaps. 5-9

2) Andre Wink, Akbar (Makers of the Muslim World series)

3) selections from Babur-nama  & Humayun-nama

4) selections from M. Fisher, Visions of Mughal India: An Anthology of
             European Travel Writing

5) Pratapaditya Pal, ”Romance of the Taj Mahal” (essay)

*Purchase for reference: Laurie G. Kirszner & Stephen R. Mandell, The Pocket
  Wadsworth Handbook, 4th ed. (ISBN 1428229787)

REQUIREMENTS:

Because this is a seminar class that meets only once a week, the success of the course will depend heavily on student attendance and participation.  It is essential that students come to every class session prepared to discuss the assigned readings.  Hence, short written responses to the readings will be required during the first half of the semester – these must be at least 300 words in length apiece and are due at the beginning of the class session.  Students will also submit two drafts of a critical essay (5 pages or 1500 words) on a recent Bollywood movie, Jodhaa Akbar, with revisions based on peer review.  Later in the semester, students will engage in individual research on a topic chosen in consultation with the instructor.  This research project will proceed in several stages, including the submission of a paper proposal (with abstract and bibliography), oral presentation of research, and the writing of two drafts of a research paper (8-10 pages in length), with revisions based on instructor feedback. 

Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

            6 reading responses (300 words each)                        20%

            2 drafts of critical essay on film (5 pages)                        25%

            research paper proposal                                                   5%

            oral presentation of research                                                  5%

            2 drafts of research paper (8-10 pages)                        30%

            attendance & participation                                                15%

Please note that pluses and minuses to the final letter grade will be applied in this course.

COURSE POLICIES:

-- Religious holy days sometimes conflict with class  schedules.  It is the policy of UT-Austin that you must notify each of your instructors at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

--  Because this course is a weekly seminar, student attendance and participation is critical.  Students will therefore be allowed no more than one absence without documented proof of good reason (such as severe illness or death in the family).  However, please note that attendance is mandatory on Feb. 16th, when we will conduct peer review.  Any additional absences will adversely affect the final grade for the course.

-- There are numerous written assignments spaced throughout the semester and it is vital that you do not fall behind.  Written assignments turned in late will be subject to a grade penalty, equivalent to a letter grade per week, at the instructor's discretion.

-- Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.  Please note that plagiarism means not only the verbatim quoting of another's work without attribution but also the presentation of another's ideas as one's own. 

-- Students with disabilities who need special accommodations should notify the instructor by presenting a letter prepared by the Services for Students with Disabilities Office.  To ensure that the most appropriate accommodations can be provided, students should contact the SSD Office at 471-6259 or 471-4641 TTY.

INSTRUCTOR CONTACT INFORMATION:

Office Hours                        Tuesdays 11:00-1:00  & by appointment

Office                                    GAR 3.106;   tel. 475-9303

E-Mail Address            <ctalbot@mail.utexas.edu>

************************************************************************

Schedule of Class Meetings & Assignments

Jan. 19) INTRODUCTION TO COURSE

Jan. 26) FOUNDING THE MUGHAL EMPIRE

               reading: Asher & Talbot chap. 5; Andre Wink, Akbar pp. 1-35

               reading response 1:  What aspects of Akbar’s reign are covered in Asher &
                                              Talbot’s book but not in the assigned pages of Wink’s book?

Feb. 2) THE SIGNIFICANCE OF AKBAR

              reading: Andre Wink, Akbar pp. 45-119 (Chaps. 5-8)

              reading response 2:  In what ways was Akbar tolerant, according to Wink? 
                                                In what ways was he not?

Feb. 9)  ELITE CULTURE OF THE MUGHAL PERIOD

              reading: Asher & Talbot pp. 152-163 (from chap. 6) & chap. 7

              reading response 3:  Are aspects of Mughal elite culture still relevant today?

                        essay on film due electronically by noon Monday Feb. 15

Feb. 16)  PEER REVIEW OF JODHAA AKBAR ESSAYS

Feb. 23)  MEMOIRS & HISTORY WRITING AT THE MUGHAL COURT

                reading:  selection from Baburnama OR Humayun-nama

                reading response 4: What unique insights are provided by this memoir?

                        revised essay on film due in class (hard copy)

March 2)  INTERNATIONAL TRADE & FOREIGN TRAVELER’S ACCOUNTS

                reading:  Visions of Mughal India, pp. 38-58 (Monserrate) & 164-81 (Tavernier)

                reading response 5: What is similar and different in the two travel accounts?

March 9)  THE TAJ MAHAL IN THE WESTERN IMAGINARY

                reading: Pratapaditya Pal, “Romance of the Taj Mahal” &

                          “Treasures of the World: Taj Mahal” at

                          http://www.pbs.org/treasuresoftheworld/a_nav/taj_nav/main_tajfrm.html

                          also recommended: virtual tour website “Explore the Taj Mahal” at

                           http://www.taj-mahal.net/augEng/main_screen.htm

            reading response 6:  How do current-day attitudes toward the Taj Mahal compare
                                                to those from the 18th and 19th centuries? 

SPRING BREAK

March 23)  DECLINE OF THE MUGHAL EMPIRE

                    reading: Asher & Talbot chaps 8 & 9

March 30)  ISSUES IN MUGHAL HISTORY/ CHOOSING A RESEARCH TOPIC

            come to class having thought about possible research topics!

April 6)  CONDUCTING LIBRARY RESEARCH AT THE PCL 

            meet in PCL at 3 pm, room to be announced

April 13)  INDIVIDUAL MEETINGS W/ INSTRUCTOR 

            paper proposal & bibliography due at time of appointment

April 20)  INDIVIDUAL RESEARCH (NO CLASS)

April 27)  WRITING FIRST DRAFT (NO CLASS)

            first draft of research paper due by 3 pm (hard copy)

May 4)  ORAL PRESENTATIONS OF RESEARCH

                  5-10 minute presentations of research

final draft of research paper due by 3pm Wed. May 12th (hard copy)

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

Please check back for updates.

This course covers the history and culture of South Asia from its protohistoric beginnings in the Indus Valley through the period of the early empires of the Mauryas and Guptas (roughly, 2500 B.C.E. to 500 C.E.).  In chronological sequence, we will examine the origins of South Asian civilization, Vedic society, the second urbanization and the emergence of early states as well as Buddhism and Jainism, the significance of the Mauryan empire, the influx of peoples and ideas between 200 B.C.E. and 300 C.E., the growth of brahmin orthodoxy and ideas on political strategy, the spread of historic civilization outside the North Indian heartland, and Gupta culture and polity. 

The emphasis will be on understanding the general patterns of socio-cultural change rather than the specifics of political history.  Considerable attention will therefore be given to social organization and ideology, religious institutions and patronage,  conceptions of kingship, and the evolution of classical culture.  Students will read several primary sources in translation and be exposed to the art and architecture of the period, as well.  By the end of the semester, they will have a strong understanding of the main historical developments and dominant cultural features of ancient India.  The class format is primarily lecture but there will be several discussion sessions as well.

Texts:

1) Burjor Avari, India: The Ancient Past  [textbook]

2) Jonathan Mark Kenoyer, "Around the Indus in 90 Slides" (Internet essay)

3) John S. Strong, Legend of King Asoka

4) Richard H. Davis, Global India circa 100 CE

5) Patrick Olivelle, trans., The Pancatantra: The Book of India's Folk Wisdom

6) Kalidasa, The Recognition of Sakuntala, trans. W. J. Johnson

7) several essays listed on schedule and available on Blackboard course site

Grading:

Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

two exams                                                              40%

two papers (1500 words each)                                  40%

4 reading responses (300 words apiece)                    15%

attendance & participation in discussions:                   5%

Please check back for updates.

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

Please check back for updates.

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

Please check back for updates.

Please check back for updates.

Please check back for updates.

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

Please check back for updates.

Please check back for updates.

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

Please check back for updates.

This course surveys the long history of the Indian subcontinent. It has two goals. The first is to provide you with an outline of the major phases of South Asian history from the rise of its first civilization five thousand years ago, up to the development of modern self-governing states after the end of the British empire. The second is to enable you to think about how humans organize themselves to live in the mega-societies that occupy the world today. India created one of the earliest such societies on the planet. Since the course surveys five thousand years, it will be directed to identifying lasting patterns and institutions rather than individuals and events. But class discussions will especially focus on key personalities and important texts that have left historic legacies or offer insight into their times. The format will be a mix of lectures with discussion, as well as discussion meetings devoted to specific readings.

The course is designed to accommodate students with no previous knowledge of Asia. It does require students to attend regularly, contribute to a collective learning process, keep up with weekly readings and participate constructively in discussions. Discussions will usually focus on primary sources. A primary source is something that historians use as a valid record of the past. All good historical narrative is constructed on the basis of evidence from primary sources. Reading and discussing these will enable you reason from evidence, just as historians do.

Grading: total of six map quizzes/ responses to readings – 30%; two book reports – 20%; mid-term and final in-class exams – 20 and 25%%; attendance 5%.

Regular attendance is expected. A student may be absent or late three times without penalty. Make-up for missing a quiz/test/exam will only be permitted if a documented and satisfactory explanation is provided.

Texts:

Thomas R. Trautmann India: Brief History of a Civilization

Second Edition Publication Date - January 2015

ISBN: 9780190202491

All other readings will be available on the course website or free download.

Study of various aspects and periods of South Asian culture and society.  Specific offerings are listed in the Course Schedule.  Prerequisite: Graduate standing; additional prerequisites vary with the topic and are given in the Course Schedule.

This course covers the history and culture of South Asia from its protohistoric beginnings in the Indus Valley through the period of the early empires of the Mauryas and Guptas (roughly, 2500 B.C.E. to 500 C.E.).  In chronological sequence, we will examine the origins of South Asian civilization, Vedic society, the second urbanization and the emergence of early states as well as Buddhism and Jainism, the significance of the Mauryan empire, the influx of peoples and ideas between 200 B.C.E. and 300 C.E., the growth of brahmin orthodoxy and ideas on political strategy, the spread of historic civilization outside the North Indian heartland, and Gupta culture and polity. 

The emphasis will be on understanding the general patterns of socio-cultural change rather than the specifics of political history.  Considerable attention will therefore be given to social organization and ideology, religious institutions and patronage,  conceptions of kingship, and the evolution of classical culture.  Students will read several primary sources in translation and be exposed to the art and architecture of the period, as well.  By the end of the semester, they will have a strong understanding of the main historical developments and dominant cultural features of ancient India.  The class format is primarily lecture but there will be several discussion sessions as well.

Texts:

1) Burjor Avari, India: The Ancient Past  [textbook]

2) Jonathan Mark Kenoyer, "Around the Indus in 90 Slides" (Internet essay)

3) John S. Strong, Legend of King Asoka

4) Richard H. Davis, Global India circa 100 CE

5) Patrick Olivelle, trans., The Pancatantra: The Book of India's Folk Wisdom

6) Kalidasa, The Recognition of Sakuntala, trans. W. J. Johnson

7) several essays listed on schedule and available on Blackboard course site

Grading:

Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

two exams                                                              40%

two papers (1500 words each)                                  40%

4 reading responses (300 words apiece)                    15%

attendance & participation in discussions:                   5%

Please check back for updates.