Paper 1- History Optional Strategy by Chithra Mishra AIR 20-CSE 2018

Few generic observations:

 This paper, in comparison to Paper II is on a technical side- objective

and to-the-point in terms of syllabus division and topic distribution.
Implying you ought not to be very analytical in this sub section.
 Two major reasons being – the content and scope of subject has been
confined to broad standard divisions

Part A

 (Indus Civilisation, Vedic Age, Age of Buddha, Iron Debate,

Mahajanapadas, Age of Mauryas, Post Maurya Period, Age of
Guptas, Feudalism debate) and

Part B

 (Origin of Rajputs, Delhi Sultanate(12 th to 15th century) and finally

Mughal Empire( 16th-18th century)- both these phases must be read
in terms of administrative, social and cultural and economic
perspective, ending with rise of 18th century);

Ancient India segment, further – crucially is bifurcated into Map in Part A and
in Part B about sectional division of topics (You must prepare this part
depending on your interest vis-à-vis Medieval).

For Map, I have tried to analyze previous year papers as well as sectional
divisions – https://iasbaba.com/2019/08/toppers-strategy-chitra-mishra-rank-
20-cse-2018-map-section-history-optional-paper-i-300-500-part-2/

 In Medieval India there is a greater challenge to tackle that

set(20+20+10 or 15+15+20 marks combination) of specific topics (and I
will show through previous year paper analysis). Along with it, is the
significant to handle
 1. 10-mark compulsory questions
2. 2 set of questions of 50 mark each (if one opts only 1 set from Ancient
Indian segment).

Sources:

For this paper, for absolute beginners, OLD NCERT Ancient and Medieval
can be a quick start to understand the range and extent of topics to be
covered. It will also be beneficial for the prelims section.

Main sources for Ancient India –

1st important source for Ancient India:

NCERT XI – Old Edition by Ram Sharan Sharma (This is also India’s

Ancient Past). This, as suggested is the best elementary/beginner book for
Ancient India.

Also attached is Early India – R.Thapar. (Chapter on Mauryan Empire is

separately attached).

Source- II-

Upinder Singh- A History of Ancient and Early Medieval India: From the Stone
Age to the 12th Century, Pearson Publication, 2009.

Contents: Some of the chapters in bold can be focused:

Introduction: Ideas of the Early Indian Past
1 . Understanding Literary and Archaeological Sources
2. Hunter-Gatherers of the Palaeolithic and Mesolithic Ages
3. The Transition to Food Production: Neolithic, Neolithic–Chalcolithic,
and Chalcolithic Villages, c . 7000– 2000 BCE
4. The Harappan Civilization, c. 2600–1 900 BCE
5. Cultural Transitions: Images from Texts and Archaeology, c. 2000–600
BCE
6. Cities, Kings, and Renunciants: North India, c. 600–300 BCE
7. Power and Piety: The Maurya Empire, c . 324–1 87 BCE
8. Interaction and Innovation, c. 200 BCE –300 CE
9. Aesthetics and Empire, c. 300–600 CE
10. Emerging Regional Configurations, c. 600–1200 CE

Some of the questions like Aryan Migration Vs Aryan Invasion debate was
directly referred from the reading of this text. This book thus helps you in
segments to also handle some tricky questions at the stage of interview;
Especially, the section of socio-cultural history and portion on Early
Medieval India.

Source III

IGNOU BA material and selected Chapters of MA -(attached along with

topics)

For the section on Prehistory, the best book to refer is IGNOU, BA material; In
IGNOU please align with the exact chapter(attached) to be read for the
syllabus. It is extremely important to read selectively;
Infact, at places, I have also attached chapters of underlined MA Chapters of
IGNOU- which helps historiography- for example, Feudalism debate, Nature
of Mughal State, Nature of Chola State etc.

Finally, the idea to also attach selected sections from my notes(scanned), is

to emphasize the need to sort out the readings and topics in a manner, that
we have a concise ready sheet for every topic.

While the optional paper gives the liberty to innovate in terms of writing
answers, it is important to have objective pointers to ensure structured
manner of flow in answer writing.

I improvised it from my mistake of earlier attempt (2016) where I emphasized

only on reading maximum. Trust me, the key is effective consolidation of
matter in the best possible way;

Strategy for Ancient India

For this section, all throughout the topic completion, the most important
requirement while preparing notes /reading any standard coaching material is
to visualize the requirement of questions that would be asked on the final
day of Optional paper and in fact the first hour.

Ancient Indian history as a section, among all four themes (other being
Medieval, Modern and World) is the most stratified, topic wise delineated sub
section;

Sources:
  Archaeological sources: Exploration, excavation, epigraphy,
numismatics, monuments
 Literary sources: Indigenous: Primary and secondary; poetry,
scientific literature, literature, literature in regional languages,
religious literature.
 Foreign accounts: Greek, Chinese and Arab writers.

Previous Year Questions:

 On the basis of contemporary sources assess the nature of banking

and usury in ancient India. 2013
 Evaluate the ownership of land in ancient India on the basis of literary
and epigraphic sources. 2013
 Evaluate the contribution of the Puranas in disseminating secular
knowledge among the masses in ancient India. 2013
 “While using the accounts of foreign writers, historians must distinguish
between statements based on hearsay and those grounded in
perceptive observations.” Elaborate with examples. 2014
 How far can the ancient Indian Sruti literature be used as historical
sources? 2015
 The copious references to the preservation of Varnashrama
system by the kings eulogized in inscriptions are mere reflection of the
Smriti tradition.” Discuss.
 Art and culture are reflected to a far greater extent than political history
in the epigraphic sources. 2017
 How did the early Indian historical tradition, as reflected in Itihasa-
Purana, emerge? What are the distinctive features of this genre? 2018

Analysis:

In this section, the best reference would be to

Upinder Singh’s Chapter- 1 (primarily because of the information and

pictographic attempt to make the process of reading about History writing as
well as Historiography very interesting).
Secondly, my notes attached below is to emphasize on how during your
revision stage, there needs to be a set manner in which you should
revise/summarize the content to fuse it down to 150 words/250 words answer
format;

Focus areas:

Two primary areas of emphasis:

 One format of questions which is often asked is to cite a particular

source( Eg: Puranas) to substantiate phase or socio-economic
phenomenon;
 Second and perhaps a more direct/straight forward question asked is to
analyse the significance of source itself- for example, assess the
contribution of Sruti Literature;

Sources:

Souce- IGNOU, Upinder Singh & Notes

II

Pre-history and Proto-history: Geographical factors; hunting and

gathering (Palaeolithic and Mesolithic); Beginning of agriculture
(Neolithic and chalcolithic).

Megalithic Cultures: Distribution of pastoral and farming cultures

outside the Indus, Development of community life, Settlements,
Development of agriculture, Crafts, Pottery, and Iron industry.

 In the absence of a written script Chalcolithic pottery gives us a

fascinating insight into the culture and life styles of the people of
those times. Comment critically. 2013
  Delineate and account for the regional characteristics of the
Neolithic period in India. 2016
 The emergence of Non-Harappan Chalcolithic cultures in Central
India and the Deccan mark a change not only in the subsistence
pattern of people but an overall transition from pre to proto historic
period. Critically analyze. 2017
 Discuss the extent, settlement patterns and subsistence economy
of the megalithic cultures. 2012
 In what ways can the Megalithic culture be considered a
foundational phase of the history of peninsular India? 2014

Analysis:

This section requires emphasis

 Geographical Distribution (Draw Maps wherever required- also see

notes attached for reference)
 On the various features- settlement pattern/Pattern of life, social
organisation, technological upgradation, occupation, domestication of
plants and animals (if any) associated with phases (Palaeolithic,
Mesolithic, Neolithic, Chalcolithic, Megalithic).
 In this case, it begins with social, politico-administrative (if any),
religious, economic, cultural (burial practice)
 Relationship between Neolithic-Chalcolithic; Neolithic-Harappan
Culture;
 Significance of each phases.

Sources:

Link – IGNOU, Notes & Upinder Singh’s Book Chapter Analysis

III

Indus Valley Civilization: Origin, date, extent, characteristics, decline,

survival and significance, art and architecture.
  Trace the development of urbanization from the third millennium
B.C.E. to 6th century B.C.E. 2011
 Evaluate the significance of seals and sealings in the reconstruction of
socioeconomic and religious life of the Harappan people. 2012
 Discuss the water management and its conservation planning in the
Harappan (Indus-Saraswati) cities. 2013
 Do you think the Harappan civilization had a diversity of subsistence
base? 2014
 The decline of Harappan civilization was caused by ecological
degradation rather than external invasion. Discuss. 2015
 Explain why the majority of the known Harappan settlements are
located in the semi-arid areas with saline groundwater. 2016
 “Archaeological evidence does not give direct access to the possible
social and political dimensions of the decline of the Harappan
civilization. What it does indicate very clearly is that the Harappan
culture underwent a gradual process of de-urbanization“? Comment.
2018

Analysis:

This chapter effectively begins the Ancient Indian History and debates. By this
I imply that when you read from this chapter onwards, there would be
divergent views, due to frequent research, historian’s arguments, viewpoint
leading to schools of historiography.

To enrich your marks and chances of scoring further, from this chapter,
whenever there is topic such as Decline of Harappan Civilisation or Aryan
Invasion theory, the focus apart from linear narrative should also be upon
substantiation of various historiographical debates and interpretations.

It is here, that you stand a chance to outsmart your co-aspirant in an optional

paper which otherwise is regarded static, stagnant, fixed, non-dynamic;

Focus Areas:
CSE 2015 and CSE 2018 saw questions being asked on Decline of
Harappan Civilisation. However, if one were to carefully note, the questions
in this section are asked from a very specific point of view

 Seals and Sealings

 Water Management
 Settlement located in Semi-arid areas

So, while reading the chapter, while our general focus would continue on the
basic layout of the following points such as

 Geographical Distribution
 Origin- Debates and Theories
 Features/Characteristics
 Religious Life; Social Life; Political Life; Trade Pattern (Internal
and International); Art and Architecture; Town Planning
 Elements of continuity of Harappan Civilisation
 Decline of Harappan Civilisation

But as you can see, the framing of the questions are in a slightly, broader,
thematic and conceptual zones.

Sources:

 Upinder Singh – 4. The Harappan Civilization, c. 2600–1 900 BCE

 IGNOU
 Notes

IV

Aryans and Vedic Period: Expansions of Aryans in India. Vedic Period:

Religious and philosophic literature; Transformation from Rig Vedic
period to the later Vedic period; Political, social and economical life;
Significance of the Vedic Age; Evolution of Monarchy and Varna system.
  Evaluate various views regarding human settlements as gleaned from
the Vedic sources. 2013
 “The Varna concept may always have been largely a theoretical model
and never an actual description of society.” Comment in the context of
Ancient India. 2013
 “The Upanishadic principles embody the epitome of the Vedic
thought.” Discuss. 2014
 “Archaeology knows of no Aryans; only literature knows of Aryans.”
Examine critically. 2015
 In what way was the egalitarian character of the early Vedic
society changed during the later Vedic period? 2016
 Critically examine various views regarding the Vedic-
Harappan relationship in light of the latest discoveries. 2017

Analysis:

Vedic Age – Early and Later Vedic Age requires horizontal and vertical
division.

 Political
 Economic
 Cultural – Religious
 and Social Division

Focus Area:

 Vedic Literature,
 Relationship between Harappa and Vedic Age
 Link to Iron Age and Urbanization;

Sources:

 Upinder Singh- Chapter 5. Cultural Transitions: Images from Texts

and Archaeology, c. 2000–600 BCE
 IGNOU – UNIT 12 THE EARLY VEDIC SOCIETY & UNIT 13
CHANGES IN THE LATER VEDIC PHASE
 Notes
V

Period of Mahajanapadas: Formation of States (Mahajanapada):

Republics and monarchies; Rise of urban centres; Trade routes;
Economic growth; Introduction of coinage; Spread of Jainism and
Buddhism; Rise of Magadha and Nandas. Iranian and Macedonian
invasions and their impact.

 Trace the development of urbanization from the third millennium B.C.E.

to 6th century B.C.E. 2011
 Evaluate the introduction of iron technology in the development of
human history of ancient India. 2011
 Assess the importance of Jain tenets and their relevance to
humanity. 2011
 Buddha’s teachings to a large extent could be helpful in understanding
and resolving the problems of today’s society. Analyse critically. 2014
 How far is it correct to say that changes in the post-Vedic
economy gave birth to new religious movements in India? 2015
 Examine the relationship among economic growth, urbanization and
State formation from c. 7th century BCE to 3rd century BCE. 2016
 Buddhism and Jainism were social movements under the umbrella of
religion. Comment. 2017
 The concept of Shramanic religions, with particular reference to
Buddhism, had their roots in Upanisadic ideas. Discuss. 2018
 Give an account of gana-sanghas (non-monarchical state systems)?
Why did they decline? 2018

Source:

 IGNOU – UNIT 14 JANAPADAS AND THE MAHAJANAPADAS; UNIT

15 RISE OF URBAN CENTRES; UNIT 16 SOCIETY AND
ECONOMY; UNIT 17 BUDDHISM, JAINISM AND OTHER RELIGIOUS
IDEAS
 Upinder Singh’s – Chapter 6. Cities, Kings, and Renunciants: North
India, c. 600–300 BCE

Note- for an overview of last three topic also see – Link

Analysis:

This sub-section in specific, requires two major areas of focus.

1. Emergence of Iron and Phase of Urbanisation (One must include the

debate of Niharranjan Ray and D.Chakrabarti)
2. Evolution of the religion of Buddhism and Jainism, the social context
and its impact/ramifications;

VI

Mauryan Empire: Foundation of the Mauryan Empire, Chandragupta,

Kautilya and Arthashastra; Ashoka; Concept of Dharma; Edicts; Polity,
Administration; Economy; Art, architecture and sculpture; External
contacts; Religion; Spread of religion; Literature.Disintegration of the
empire; Sungas and Kanvas.

 Examine the role of adhyaksha in the Mauryan administration. 2012

 Social norms for women in the Dharmasastra and Arthasastra
tradition were framed in accordance with the Varnashrama tradition.
Evaluate critically. 2013
 Discuss different interpretations of historians about the nature of
Asoka’s ‘Dhamma’. Did his principle of ‘Dhamma-vijaya’ render the
Mauryan Empire militaristically weak? 2014
 Delineate the nature and impact of India’s contact with Western Asia
and the Mediterranean world during the Mauryan period. 2015
 “The concept of Ashoka’s Dhamma as found through his inscriptions
had its roots in Vedic- Upnishadic literature.” Discuss. 2017
 Do you agree with the popular view that Mauryas established a unitary
and highly centralized if not monolithic state system’? 2018

Analysis:

In terms of relevance, Mauryan Empire forms the locus of this segment. It is

the most popular, interesting and significant topic. It should also be kept in
mind for beginners, that from Prelims and Culture – GS Mains, this section
is extremely significant;

If one were to analyse previous year papers, the prominent recurring themes
include

 Policy of Dhamma
 Decline of Mauryas (Refer attached Romila Thapar’s chapter and
Upinder Singh’s conclusion.
 Arthasastra as a source to study this period
 Nature of Mauryan State.

Source:

Link -1

Link -2

VII

Post – Mauryan Period (Indo-Greeks, Sakas, Kushanas, Western

Kshatrapas): Contact with outside world; growth of urban centres,
economy, coinage, development of religions, Mahayana, social
conditions, art, architecture, culture, literature and science.

 Examine the significance of the deities depicted on coins of

the Kushanas. 2010
 Explain as to how the early Buddhist Stupa art, while using folk motifs
and narratives and common cultural symbols, succeeded in
transforming these themes for expounding the Buddhist ideals. 2013
 Review critically the evolution of different schools of art in the Indian
subcontinent between the second century BCE and the third century
CE, and evaluate the socio-religious factors responsible for it. 2014
 How does the numismatic evidence of the period reflect the political and
economic outlook of the Kushanas and the Satavahanas? 2016
  The changes in the field of art from the Kushana period to early
medieval period arc incre reflection of changing outlook.”
Comment. 2016
 What was the impact of trans-regional and trans-continental trade in
the post Mauryan period on social and cultural life of India? 2018

Source:

Link

Analysis:

Focus in this topic must be –

 Rise of Kushanas & Satavahanas,

 Schools of Art and Architecture – Gandhara, Mathura, Amaravati
 Economy – Growth of Urban Centres;
 Mahayana Buddhism

In addition, one of the ways to deal this topic is to study, polity, society,
economy, cultural developments of Post Mauryan Period.

Secondly, have a link-table between changes and continuities of

Mauryan Period- Post Mauryan period and Gupta Period.

VII

Early State and Society in Eastern India, Deccan and South

India: Kharavela, The Satavahanas, Tamil States of the Sangam Age;

Administration, economy, land grants, coinage, trade guilds and urban

centres;
Buddhist centres; Sangam literature and culture; Art and architecture.

 Assess the role of guilds and trade organizations in the development

of early Indian economy. 2010
 Justify Pliny’s statement the Rome was being drained out of its gold
by India during the first century of the Christian era. 2012
 “Not only does ancient Tamil literature furnish an accurate picture of
widely disparate classes; it also describes the social condition of Tamil
country as it was.” Discuss. 2015
 Trace the role of guilds and trade organizations in the development of
early Indian economy. 2015
 The accurate picture of the complex socio-cultural milieu of Peninsular
India is presented in the early Sangam literature. Delineate. 2017.

Analysis:

The two main areas which is asked on a recurring basis is

 Sangam Literature.
 Role of Guilds and Trade Organisation.

Source:

Link

The next two sub-section largely confines to Gupta-Post Gupta and Age of
Harsha. There should be clarity in terms of topics of relevance, concise handy
note of

 Nature of Gupta State

 Rise of Guptas,
 Role of Samudragupta and Chandragupta Vikramaditya;
 Politico-Administrative and Economic continuity and changes as
compared to Mauryas;
 A significant section is the Feudalism debate and specific aspect of
Land grants;
  Literature during this period, Art and Architecture, – if this phase is the
so-called Golden Period of Ancient Indian History- the problem in this
approach, so on and so forth.

IX

Guptas, Vakatakas and Vardhanas:

Polity and administration, Economic conditions, Coinage of the Guptas,

Land grants, Decline of urban centres, Indian feudalism, Caste system,
Position of women,

Education and educational institutions; Nalanda, Vikramshila and

Vallabhi,

Literature, Scientific Literature, Art and Architecture.

 Discuss the provincial and district administrative units of the Gupta

Empire with the designations and functions of the officers. 2014
 What were the privileges granted to the donees in land-grant
charters of early India? How far were these charters responsible for
integration or disintegration socio-political milieu?
 The second urbanization gave rise to the organized corporate
activities that reached their zenith during the Gupta period.
Discuss. 2017
 Discuss the experimentations with art and architecture during the
Gupta- Vakataka period. 2018

Sources:

Link -1

 Regional States during Gupta Era:

  The Kadambas, Pallavas, Chalukyas of Badami; Palas, Senas,
Rashtrakutas, Paramaras, Polity and administration; Cultural
aspects; The Chalukyas of Kalyana, Cholas, Hoysalas, Pandyas;
 Polity and Administration, Trade guilds, Literature;
 Growth of Vaishnava and Saiva religions.
 Tamil Bhakti movement, Shankaracharya; Vedanta; Institutions of
temple and temple architecture;

“Utpanna dravide bhaktih, Karnate vriddhimagata I

Sthita kinchit -maharashtre gurjare jirnatam gata II”
– Padmapurana. Account for the emergence of bhakti in Dravida desa. 2018

II

Polity and Administration; local Government;

 How could the local self-government under the Cholas adjust with
their centralized administration structure? 2015
 “Doubtless it was not a free state; it was any rate a state” (K A N Sastri).
Reflect upon the nature of local self-government institutions in the
Chola country. 2018

This segment is important in both Ancient Indian segment as well as Medieval

sub section.

The Cholas and the Vijayanagar State must be read in a logical

continuity/sequence, for both these are asked in terms of Nature of
State module – Was it centralized or feudal or segmentary state? In case
of Vijayanagar, as discussed below, the emergence of nayakas- also
must be kept in mind.

Source:
Link -1

III

Growth of art and architecture, religious sects, Institution of temple and

Mathas, Agraharas, education and literature, economy and society.

 Assess Ellora as a unique art centre of the different cultural

streams. 2011
 Analyse the vibrant cultural activities in peninsular India during 550-
750 CE. Compare and contrast it with the situation in contemporary
North India. 2012
 Kailasa Temple built at Ellora marks the culmination of rock-cut
architecture in India. Elucidate. 2015

Source:

Link

Themes in Early Indian Cultural History:

 Languages and texts,

 Major stages in the evolution of art and architecture,
 Major philosophical thinkers and schools, ideas in Science and
Mathematics.

Previous year question analysis:

 Examine the proficiency of the ancient Indians in various crafts,

science and mathematics. 2002
 Discuss the major stages in the evolution of architecture during the
ancient period. 2006
 Discuss the types of lands and the Science of agriculture
mentioned in the literature and epigraphs of ancient India. 2011
 Assess the educational system in early India and identify important
educational institutions of the period. 2012
Source:

Link 1

Link 2

Link 3

Additionally,

The following questions are an example of the broad-thematic

questions which requires panoramic assessment of the topic/ theme
concerned. The emphasis here should be to – be able to handle such broad –
abstract- complex question with effective 150/250-word presentation.

Some important questions in 2016-17

2016

 Critically evaluate the theory and practice of land revenue system in

ancient India.
 How did the temples of South India, as financial institutions, have
deep impact on the social institutions of early medieval period?
Critically examine.

2017

 The period of Indian History from 3rd century B.C.E to 5th century
C.E was the period of innovation and interaction. How will you react?
 Trace the origin and development of temple architecture in
India with reference to regional styles and variations.
The nature of the questions is broad, generic and not to be found easily,
unless we can churn, comprehend and fuse our knowledge of various sub-
sections in a selective manner. Such questions then become tricky to handle
and hence following articles would help provide a thematic understanding.

Link

To sum up:

While the idea was to deconstruct the lofty themes to question specific
significance of topics, some sources edited, some attached as text- it should
help the reader of this post believe that if planned properly, we can easily
prepare for History Optional without any coaching/material. For Ancient Indian
history, what is thus needed is very specific analysis of pattern, topics and
areas of priority to prepare selectively.