About the Subject Preparations

History has caught the imagination of a good number of Civil Services Aspirants preparing for the Civil Service Examination over the years. The subject is plain, involves no typical theories, doctrines, principles and ideas and on the balance is devoid of technicalities.

Many a Civil Services Aspirant is under false impression about the subject which often baffles them. Some Civil Services Aspirants view it as a subject containing a great number of facts, many of them being abstract and difficult to comprehend; some view it as a subject too comprehensive which may tire out one's patience and still some more view it as a subject of perennial stories and tales having numerous details of dates, years and names. But these impressions are harboured in most of the cases by new comers who have little experience/idea of the things associated with this subject vis a vis the Civil Services Examination.

Some Civil Services Aspirants are obsessed with a wrong idea that the real basis for preparation of History for the Civil Services Preliminary Examination is cramming and learning the things by rot. These Civil Services Aspirants tend to forget a very crucial facet of the preparation of the Main Examination that they can not do away with cramming. This is an important fact of the preparation - whether it is History or Geography or Political Science etc. there are certain aspects of the syllabus which are crude facts and need to be crammed. Even in the case of General Studies several sections like Indian Polity, Indian Economy. Geography etc. where factual aspects constitute a major portion and which are to be crammed. So far as History is concerned. It is one of the major sections of the General Studies paper - there is too much of history to be studied - and there are two many facts to be crammed in General Studies too.

History has very few concrete theories — the full-fledged theories you find in other streams of humanities like Geography, Sociology, Psychology, Anthropology, Public Administration etc. are conspicuously absent in History. Views are there and they are product of the work of historians. In examinations clear-cut questions on these views are usually not put. But the Civil Services Aspirants are supposed to know these points of view) for they form the basis of a new concept in connection with a historical development. Civil Services Aspirants find themselves beset with the problem of harmonizing conflicting views of the historians on the one hand and keeping themselves abreast of new findings and changing approaches on the other.

History unlike any other subjects appears to be very general. Most of the Civil Services Aspirants think what they come to know through general books is all what is required. They feel, all is stagnant in History, they are unaware of its progressive character. Recent changes in viewpoint and concept are not their concern. I would say, this is the most unfortunate thing about History and the saddest part of one preparation.

The notion many of the Civil Services Aspirants harbour that History is not scoring is false. One can find the Civil Services Aspirants even scoring 180, 190 and even 200 and above in one paper. I will not put them in the category of 'exception' Or, I would say this is a very general trend. I am aware, many a Civil Services Aspirant end up getting 290, 300, 310 out of 600 but this does not establish the impression that this has to be attributed to the very nature of History as a subject. I would like to advance an analysis and finally a conclusion I have a bonafide intention of boosting up the Civil Services Aspirants who are many in numbers and have been making sustained, though desperate efforts, to make it to Civil Services, making serious attempt to tide over so-called invincible intricacies of History, what other Tells them and what they too have begun to feel deeply. One significant aspect of the subject is (and which is an added advantage to the Civil Services Aspirants opting for it as the optional subject) that it constitutes approximately 100 marks of the General Studies paper of the Main Examination. Civil Services Aspirants from non-History

stream have to take a lot of pains to prepare this part of General Studies. There are a good number of things to be taken into consideration in preparation — there is a need to awaken oweself to new ideas — there is a need to be critical about oneself while preparing — there is a need to have a strong guidance support base and make sure you will attain what you expect in History.

Civil Services Aspirants should take notice of changing concepts and approaches in History. My point is that they should not be bereft of the idea of progressive character of History. More than 50% of the contents of the syllabus are now associated with new approaches. And the examiners expect that the examinee must incorporate these new approaches in their answers. I am giving below certain core topics of the syllabus which demands special attention on account of new approaches now attached to them.

1. Origin of Harappan Civilization
2. Decline of Harappan Civilization
3. Survival & continuity of Harappan Civilization
4. Polity-Society-Economy and Religion of the Aryans
5. Material culture during 600 BC
6. Decline of the Mauryas
7. Gupta Age — its claim to be a golden age
8. Changes in early Medieval Age — Feudalism
9. Sultanate — nature of polity, impact
10. Firoz Shah Tughlaq — policies
11. Vijayanagara polity
12. Akbar — religious policy, integration
13. Mughal Polity
14. Aurangzeb — Policy, Responsibility for the decline
15. Chola administration
16. Decline of the Sultanate
17. Decline of the Mughals
18. Jagirdari — Concept & Crisis
19. Rise of Marathas
20. Maratha Polity
21. Socio — Religious Reform Movement in Modern India
22. British socio-cultural policy
23. National movement — various facets
24. Caste Movements
25. Gandhi — philosophy, role
26. Rise of Communalism
27. Socialist movement
28. Pakistan movement
29. Policy of Congress towards peasants, zamindars, labour and industrialists
30. British Economic Policy.

The Union Public Service Commission has introduced a major change in the course contents of History for the main examination. The change is marked in both the papers but in the second paper the change is very conspicuous. The change implies so many things:

1. Addition of new topics
2. Deletion of old topics
3. Making topics specific & explicit
4. Mention of outlines of some topics
5. Addition of new phases of development

In certrain cases the change is distinct and easily comprehensible. However in some cases it is not perceptible — the syllabus contains a very general outline of some topics which do not give any clear cut idea of varied aspects involved or implicit. In certain cases aspects implicit constitute significant questions or are part of significant development in History. On the balance the change gives a distinct picture of thrust on social, cultural and economic facets of historical development with additions of certain other strands of History and which are significant but did not form the parts of previous syllabus e.g.

1. Sources of study of early Indian history, approaches to study of early Indian history, archaeological perspective of early pastoral and agricultural communities and Chalcolithic cultures (2000BC-1200BC) etc. in section A of first paper of History.
2. First phase of independence (1947-64) in section A of second paper of History.
3. Modern world (1945 to globalization in Section B of second paper of History .
   
   Many are of the opinion that the revised syllabus of history has become too lengthy to cope up with. Though, of course, a lot of new topics have been added but this does not mean that all that were there in the syllabus are still there — many of them have been removed and many of them have been presented in a new format — many of them have been made more specific and various aspects of theirs have been removed.
   
   On the balance there is just a little more addition. In the Ancient India section deletion and addition of topics establish a balance. In the Medieval India section, there is just an addition of three big topics and four five smaller topics. In Modern India section mainly two topics have been added and they are Literary and Cultural Movements and First Phase of Independence (1947-64). In the World History section deletion and addition of topics establish a balance as in case of Ancient India. I am giving a comprehensive list of topics added and deleted below. Students are advised to take them into consideration while preparing.
   
   There are manifold positive aspects of the change and revision of the syllabus. Focus on Socio-Cultural-economic aspects has made the topics easier to comprehend and write answers on them. Various facets of development have been emphasized in the revised Syllabus and this too makes the various aspects of topics more intelligible to Civil Services Aspirants. Topics of World history are now greatly based on understanding development. Incorporation of contemporary issues too has a positive point that Civil Services Aspirants can develop greater familiarity with those topics in less time. What I personally feel is that it will take the Civil Services Aspirants almost the same time to prepare but since the various facets of development predominate the syllabus, preparation has become easier and there is a greater scope to score more.

In ancient India certain new topics have been added and certain topics have been defined. I intend to discuss the strategy of preparation topic wise which would help the Civil Services Aspirants develop a clear understanding of preparation.

1. Sources of Study of early Indian History
This topic requires study of various sources for study of early Indian History. What is important here is the development of a comparative approach that is comprehending relative significance of various sources. In the study one important aspect is the archaeological perspective (this gains importance in the case of special thrust given on this in the revised syllabus). There may be a full question of 60 marks on the sources. Besides there may be short essays on particular sources for example, Literary sources of study of early Indian History. The Civil Services Aspirants are advised to prepare accordingly.

2. Approaches to study of early Indian history
This topic demands study of various approaches (viz colonial, nationalistic etc) which developed over long period of the British rule and during the independent India. In the study of this topic special emphasis needs to be laid on the approaches which developed in 1960's and onwards. In the case of this topic also full question may be framed and short essay too may be framed out of the specific approaches e.g. Nationalist approach to study of early Indian history.

3. Early pastoral and agricultural communities
The archaeological evidence — This topic calls for study of emergence and characteristic features of various early pastoral and agricultural communities in various parts of India. Since the entire knowledge about these communities is based on archaeology, the Civil Services Aspirants have to study this topic from the archaeological perspective. In certain areas the emergence of the early pastoral and agricultural communities coincides with the Neolithic age. Emergence of early pastoral and agricultural communities cover roughly the period 7000-6000BC to 3000BC. The usual question type which may occur in the examination is "Description of the areas and salient features of their socio-eco-cultural life"

4. Patterns of settlement, economic , social organisation and religion in India (C. 2000BC to 500BC). Archaelogical perspective
In this topic the Civil Services Aspirants have to study the various aspects the Chalcolithic Cultures (like Malwa, Jorwe etc.) which emerged in different parts of India about 2200-2000BC and various aspects of the Painted Grey Ware Culture (1000 to 600BC) and Northern Black Polished Ware Culture (600 - 400BC). In fact Civil Services Aspirants have to study various traits of these cultures on the basis of archaelogical evidences. There may be full length question on all these cultures seperately. Besides there may be short essays on them as well. PGW culture and NBPW Culture are more important.

5. Evolution of north Indian Society and Culture
evidence of vedic texts : (Samhitas to Sutras) —This topic requires study of various aspects of society, Economy, Polity and Religion from 1500BC to 300BC on the basis of the Vedas, the Brahmanas, The Aranyakas, the Upanishads and the Sutras. In this topic Civil Services Aspirants are not required to take into consideration the archaelogical evidences. This topic covers the entire vedic period and the period of Buddha. From this topic any question may be asked on Society, Economy, Religion and Political Aspects of the period (i) 1500BC to 1000BC (ii) 1000 BC to 600 BC (iii) 1500 BC to 600BC (iv) 600BC to 300BC. You may have short essays on any of these aspects as well (Viz society, Religion etc)

6. Themes in early Indian Cultural History
This topic demands the study of Development of Art & Architecture, Science and Technology, and Languages and Literature and Philosophy in Ancient India from the beginning till 650AD. This topic is equally important for both full length questions as well as short essays, and there is a plenty of scope of asking short essays from this topic. The nature of full question will be of general development type with examples of entire ancient period (Viz Trace the development of science and technology in ancient India) or a particular period (Viz Trace the development of Art and Architecture during the period 200BC to 300AD). Civil Services Aspirants are advised to prepare accordingly. This topic is very comprehensive in character and incorporates various facets as well as phases of development. This incorporates manifold factual aspect as well.

In Medieval India just three big topics have been incorporated.First major topic is Indian Feudalism. Questions related to emergence, characteristic feature and impact may be put from this topic, Civil Services Aspirants should prepare taking these aspects into consideration.

Second major topic which has been added is Cultural Development during the period 750AD-1200 AD. For this topic one should study mainly Developmeent of temple architecture. One full-length question might be put on this. Besides this is also important for the short essays.

Third major topic which has been added is Economy, Society and Culture in the 13th and 14th centuries. In this topic Civil Services Aspirants are advised to study (a) Features of society (b) Economic development which include, agriculture, trade, urbanisation and craft (c) Development of art and architecture. Certain smaller topics like Abul Fazl and Swai Jai Singh have been incorporated and which are more important for short-essay type of question. In preparing these topic Civil Services Aspirants should focus on their role and contributions and not on their life.

In modern India two major topics have been added — first is the Literary and the Cultural Movements and the second is the First Phase of Independence (1947-64). In the first topic Civil Services Aspirants should study the Development of Architecture, Development of Painting and Development of New Trends in Literary Activities mainly, for these are the areas of major development during the British Period in the cultural field and from this topic, questions are expected from these areas mainly. One should study the major trends of development in these areas with characteristic features and influences. The second major topic, that is First Phase of Independence (1947-64) is of greater relevance from examination standpoint. One full question is expected from this topic in the ensuing Main Examination.

The essence of this topic is building up of India after independence politically and economically.

In this topic, Civil Services Aspirants are advised to focus on the following areas : -

1. Political Aspect : Consequences of Partition, Integration of States, Reorganisation of States, Making of Democratic constitution.
2. Economic Aspect : Planning for Development, Planning for Agriculture, Planing for Industrialization, Role of Nehru in Economic Development.
3. Building up of external relations : Principles of Foreign Policy, Role of Nehru, Policy of non-alignment - meaning and relevance, Relations with Pakistan and China, India's role in South East Asia.

A,B,C put together constitute all the facets of this topic on which questions should be expected. BeyondA,B,C,D no other aspect is required to be prepared. Apart from these two major topics contain other aspects of The Modern Indian History which have been added here and there. One of these aspects is concerned with Economic Aspect which is associated with various facets of economy under colonial rule. Proper study is required for understanding these facets of economy. In the revised syllabus Economic Aspects have been arranged in three different parts in section A of the second paper. These parts are Colonial Economy, Economy 1858-1914 and Inter-war Economy of India. Some of the facets in these parts are old and some are new. Both old and new facets together occupy a significant status in the revised syllabus and one may expect one full-length question on these.

As regards some other aspects of Modern India, topics like Women in National Movement, Policy of Subsidiary Alliance, Doctrine of Lapse etc, have been added (See the List)

These Economic Aspects and other aspects are important for both full-length questions and comment-type questions.

Changes introduced in this section are considerable — first the entire format has been changed, Second, many topics have been deleted, third, new topics have been added, fourth he development in the post- 1945 era till globalization has been focussed upon.

Revised Syllabus calls for comprehending different lines of development in World history. I am putting forward the various lines of development which are the hallmark of the new Syllabus. Students are advised to perceive them, make strategy of preparation, and frame probable questions.

I aim at simplifying the different lines of development and making them intelligible to the Civil Services Aspirants. This might constitute the basis of study and preparation and basis of framing probable questions.

First line of development — This is associated with emergence of modern ideas and their impact. This event is a milestone in the development of man and civilization. These include Ideas of enlightenment, Socialistic ideas and Modern political ideas.

Second line of development — This line is related to developments of European history. This begins mainly with the French Revolution and ends with the Second World War. I simplify this development in the following pattern: French Revolution: Background, Impact- Rise of Napolean, His imperialism, His Reforms — Vienna Congress and new European Settlement of Europe, Metternich. European Revolutions — Rise of Nationalism, Unification Process in Italy and Germany, Emergence of a new European Settlement - Background of the First World War, its impact - Background Facist Revolution in Italy and Germany and its consequences - Second World War: Causes and Consequences. Third line of development — This line is associated with Imperialism and Colonialism mainly of Europeon variety. This line of development can be illustrated in the following way : Rise of colonial system in Asia, Australia,Africa, Latin America — Rise of new Imperialism — Colonial Revolution and Liberation in Post-Second World War period in Bolivia, Egypt, South Africa, Vietnam — Issue of Decolonization and underdevelopment.

Fourth line of development — This line is associated with major developmental strands after the second World War. The following is the pattern : Integration of West Europe and US and Rise of the Communist World — Two worlds and cold war — UN and Dispute Resolution — Emergence of NAM and Third World - Disintegration of USSR — Process of unification of Europe - Political changes in Eastern Europe — End of Cold War, US ascendency and emergence of unipolar World — Process of Globalization. Apart from these lines of development there are a few individual and specific topics to be studied. They are : (1) American Revolution, (2) British Parliamentary Development 1815-1850, (3) Industrial Revolution in Europe, (4) The Russian Revolution of 1917, (5) The Communist Revolution in China, 1949 Now I discuss the proper strategy of preparation. The Second and the Fourth line of developments are the most important, the lengthiest and involve various facets of developments and of course, call for comprehensive study. The second line of development is not a new part. It constituted a substantial portion of the previous syllabus as well. First line of development too is not entirely new - there is only specific mention of topics. Third line of Development too has certain topics which found mention in the old syllabus but it requires extensive study in order to understand nature and character and impact of imperialism and colonialism with their decline. Individual and specific topics are all important (viz. a,b,c,d,e) A separate and full question can be framed from any of these. That is why they are individually important and they are each full question in their own right.

The UPSC has not made any specific mention about any change in the pattern of the questions (in the event of change in the course contents). Of late I have experienced that many a Civil Services Aspirant visualises and anticipates a change in the pattern of the questions since the syllabus has been revised. One thing very significant is that revision of the syllabus does not necessarily mean change in the pattern of the question as well. Old pattern is still valid - the type of questions viz. Full length questions, short essays, Question on map and comment type questions which constituted the question papers are still relevant in the same degree. The main examination 2001, 2002 and 2003 (based on the revised syllabus) establish the previous trend of the questions. Civil Services Aspirants are advised to prepare on the basis of the trends of the questions put in the previous years - the only thing they have to take into consideration is the new parts of the syllabus.

1. The preparation of the revised syllabus of History requires more or less the same time period as before while preparing. One should lay emphasis put emphasis on the Socio - Economic Cultrual aspects.
2. While preparing, lay emphasis on the socio - economic- cultural aspects of the topics.
3. Archaeological perspective must be taken into consideration wherever required.
4. The revised syllabus of History is much in common with the many topics of General Studies. The new topics of History. for example : India's foreign policy, planning for development, Land reforms, Framing of the Democratic, Constitution etc. are already the part of General Studies for the main examination.
5. Certain topics do not find specific mention in the new syllabus (viz. The Vedic Age) but they are implicit and are to be studied.
6. The change in the nature of the course contents of History has made it more scoring. So there is no need to abandon it, rather to prepare it better.
7. This part, History of the period 750 AD - 1250 AD has become very important. Prepare this part well and one may expect a full-length question from this part.
8. The part First Phase of Independence (1947 - 64) is important and one may expect one full-length question from this part as well.
9. The parts 1, 2 and 4 of section A of the First Paper are important and one full-length question is expected from these parts.
10. In the World History Development of European History since the French Revolution and Post - 1945 development are more important. There is a need to concentrate on these two.
11. Contemplate on probable questions which might be put from the new topics of the syllabus and practise answer-writing. Get the help of a guide and get them assessed and evaluated.
12. Put special emphasis on the probable comment-type-question from the new topics added to the Second Paper (Modern India & World History).