Organized

ONLINE REFRESHER COURSE IN HISTORY

18 - 30 OCTOBER 2021

REPORT
Name of Course/Program: Online Refresher Course in History.
Name of Contact person from HRDC: Dr. Brijendra Pandey
Date of Course/Program: 18/10/2021 to 30/10/2021
Name of Course Coordinator: Dr. Shampa Choubey
Theme of Course/Program: On the occasion of the 75th Independence year of India’s
freedom, we are studying our history with a new
perspective, new syllabus and guidelines, suggested by
the UGC this year in order enhance the knowledge of
History for research & learn about the new avenues to
develop History.
Number of Participants: 30

State wise number of participants: West Bengal: 10

Chhattisgarh: 08
Maharashtra: 06
Karnataka:02
Madhya Pradesh:01
Bihar:01
Odisha:01
Rajasthan: 01
Gender wise number of participants: Male: 21
Female: 09
Number of Resource Persons: 30
Name and Signature of Course Coordinator
Dr. ShampaChoubey
(Course Coordinator)
Head of Department(History)
D. B. Girls PG college
Raipur(C.G)

1
 COORDINATORS DESK

Historian James Grant Duff once wrote, “Many of the advances in

the sciences that we consider today to have been made in Europe
were made in India centuries ago.”

‘History is the study of people, actions, decisions, interactions

inter and
behaviours’
History is the study of humans’ progress in a society. We can’t
understand our present, neither we can better our future without
the knowledge of history therefore it is included in our syllabus.
The learning of history inculcates in the learner a sense of love &
pride for the motherland. Knowledge of History helps in
developing an emotional unity by breaking the barriers of caste
creed & languages. History itself is a repository of knowledge &
Dr. ShampaChoubey there is a wide range of scope for the exploration of the subject
(Course Coordinator)
through the study & research in personalities, ideas, traditions,
Head of
Department(History) cultures, national institutions & many more.
D.B.Girls PG college The study of history is also significant because it develops the
Raipur(C.G)
feeling of patriotism & universal brotherhood. It is the mother of all
education. The evolution of history helps in nurturing human life.

problem solving discipline’

‘History is fundamentally a problem-solving
History is narratives. From chaos comes order. We seek to understand the past by determining and
ordering ‘facts’;; and from these narratives we hope to explain the decisions and processes which
shape our existence.
History makes man mature, intelligent & experienced. History enables man to build the present on
lessons learnt from history can’t be learnt from
the foundation of the past, & guide the future. The lessons
other subjects. History has its own importance as professional, ethical, national & international,
internati
Humans should always be ready to protect their history & culture. Sarvepalli
disciplinary, cultural.Humans Sa
Radhakrishnan had too said that history is the memory of a nation.
History’s primary purpose is to stand at the centre of diverse, tolerant, intellectually rigorous
debate about our existence: our political systems, leadership, society, economy and culture.
However, open en and free debate – as in so many areas of life – is too often lacking and it is not
difficult to locate the cause of this intolerance.
AzadiKa Amrit Mohotsav is being celebrated all over India to commemorate 75 years of progressive
India and the glorious history of its people,
p culture and achievements. Azadika Amrit Mahotsav is an
socio cultural, political and economic identity.
embodiment of all that is progressive about India’s socio-cultural,

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 Refresher Course in History.
(18.10.2021 - 30.10.2021)

A Refresher Course in History was organized by Human Resource Development Centre, Pt.
Ravishankar Shukla University Raipur, in collaboration with Department of History,Govt.
DudhadhariBajrang Girls Postgraduate College, Raipur, Chhattisgarh (An Autonomous
Institution). The course was attended by thirty participants from across the country. The
lectures in the course were delivered by many renowned & world acclaimed eminent
personalities from across the country. There were 30 resource persons in the course.

Objective:On the occasion of the 75th Independence year of India’s freedom, we are
studying our history with a new perspective with respect to the new syllabus and guidelines,
suggested by the UGC this year. All over the world the mode of education has become
online due to the pandemic; therefore the course is designed to enhance the knowledge of
the subject of History in research & to learn about the new avenues for the developments in
the field of History.

Course Module:The course is designed to provide an opportunity to get acquainted with

recent developments in the field of History while emphasizing on fundamentals of the
subject. One can say that since last 2 years because of the pandemic, information and
communication technology has brought revolution in pedagogical practices. Teachers
should be empowered with access to latest developments, emerging new trends research to
improve pedagogy. Students’ engagement should be increased by restructuring the
learning process. The course will give equal importance to changing scenarios in the field of
History.

Target Group: All regular faculties of Universities/ Colleges that are included under section
2 (f) of the UGC act. The teachers of the colleges affiliated to the University for at least five
years can participate.

Mode of Delivery: Online Sessions on Google Meet held from 10:30 to 17:30 daily.

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DAY 1

Session I (09:30
(09:30-11.00)

REGISTRATION, INAUGRATION &

&INDUCTION
INDUCTION

Theinaugural was attended by the Chief Guest, Prof.Keshari Lal Verma, Vice Chancellor, Pt.
Ravishankar Shukla University, Raipur; Dr ShailendraSaraf, Director,HRDC, Pt. Ravishankar
Shukla University, Raipur;Dr.ShampaChoubey, Head of History Department, D.B.Girls PG
College Raipur;; Dr.Brijendra Pandey, Assistant Professor, HRDC & the
llege (Autonomous), Raipur
Participants from all over India.

The session started with the inaugural address of

of,Prof.Keshari Verma Vice
,Prof.Keshari Lal Verma,
Chancellor,who
who wished all for the success of the refresher course.
co The course
coordinator,Dr.ShampaChoubeywelcomed the chief Guest,Director(HRDC) & all the
Choubeywelcomed
participants. She then briefed them about the theme & design of the refresher course.She
also highlighted the relevance of History in this Globalised & ever changing
chan world. In the
end Dr.Brijendra Pandey,HRDC, explained all the relevant rules of the course & forthcoming
sessions & marking schemes in the course. He ended the session with the vote of thanks to
all.

4
 Session II (12.15-13-45)
(12.15

Dr.Vibha Tripathi, Professor Emeritus (Retd.), Department of

Ancient Indian History, Culture & Archaeology , Banaras Hindu
University, Varanasi(UP)
Varanasi(UP).

India’s contribution to the world of knowledge-Heritage

Topic for the session was”India’s knowledge and
legacy.”

She emphasized on the ancient India’s contribution in the field of art, science, literature
literature,
& much more.She discussed about the origin of the concept of zero &
astronomy,architecture&
decimal system in mathematics, the knowledge of eclipse, position of stars & shape of the
earth.Geometric tools & scales, weights used from the time of Harappans. She highlighted
on the much acclaimed contribution of scholars like Aryabhatta, Brahmagupta, Nagarjuna,
Charak&Sushrutasamhitas in the field of medical science.

“We owe a lot to the ancient Indians, teaching us how to count. Without which most modern
scientific discoveries would have been impossible.” – Albert Einstein

One of the oldest civilizations in the world, the Indian civilization has a strong tradition of
science and technology. Ancient India was a land of sages and seers as well as a land of
scholars and scientists. Research has shown that from making the best steel in the world to
teaching the world to count, India was actively contributing to the field of science
scienc and
technology centuries long before modern laboratories were set up. Many theories and
techniques discovered by the ancient Indians have created and strengthened the
fundamentals of modern science and technology. While some of these groundbreaking
ibutions have been acknowledged, some are still unknown to most.
contributions

5
 Session III (14:15 to 15:45)

Shinde Indian Archaeologist, Ex-Vice

Dr. Vasant Shinde, Ex Chancellor,
Deccan University, Pune.

The topic for the session was Untouched Aspects of Indus Valley Civilization.”
n was“Untouched

His lecture informed about the latest excavations in the Indus valley areas & the changing
perspectives in the field. His focus was on the current 15 years of excavations which are still
not known & on those, on which the work is going on. He made a insightful presentation for
the lecture which had many slides highlighting the Indus valley sites &artefacts.Many
untouched aspects of one of the oldest known civilization were brought to the foreground.
archaeology made the participants more enthusiastic &
His vast experience in the field of archaeology
curious for the latest ongoing knowledge in the field.

The Indus Valley Civilisation (IVC), also known as the Indus Civilisation,[1] was a Bronze
Asia, lasting from 3300 BCE to 1300
Age civilisation in the northwestern regions of South Asia,
BCE, and in its mature form from 2600 BCE to 1900 BCE. Together with ancient Egypt and
Mesopotamia, it was one of three early civilisations of the Near East and South Asia, and of
the three, the most widespread, its sites sp anning an area stretching from today's northeast
spanning
Afghanistan, through much of Pakistan, and into western and north western India. It
flourished in the basins of the Indus River, which flows through the length of Pakistan, and
along a system of perennial, mostly monsoon fed, rivers that once coursed in the vicinity of
ostly monsoon-fed,
River in northwest India and eastern Pakistan.
the seasonal Ghaggar-HakraRiver

6
 Session IV (16.00 to17.30)

Dr. B. K. Shrivastav,, Head of the Department,Dr.

Department,
HarisinghGour University, Sagar (MP)

n was “Power of Subconscious mind- learning from our Indian

The topic for the session
History and Culture”.

It was a very interesting & much liked session. He made us all understand about the power
of subconscious mind in every human. He interlinked this potential with many significant
characters in history like Alexander,Akbar etc.His session was filled with many anecdotes
a
from history which kept the par .He made all understand that how this
participants engaged.He
potential has impacted history & how it can revolutionize each one’s life. It was a completely
revolutionize
ession which had surely left its imprint in participants mind.He
motivating session mind clarified the
minute differences between subconscious & conscious mind.

DAY 2

Session I (10.30
(10.30-12.00)

Agrawal Professor,Departmentt of History & Tourism,

Dr.Usha Agrawal,
Govt. PG College, Mandsaur(MP)

7
 The topic for the session was “Intangible
Intangible Heritage of India & its Sustainability
Sustainability”.

She mentioned about the values & knowledge which is having a long legacy in India& is
getting passed on from generations.This is the real intangible heritage of a country which is
to be protected .Moral education & moralities too get passed from our ancestors to us. She
has enriched all our participants with valuable intangible heritages of India which w has
historical significance. She further elaborated it in all the fields of environment, economy,
society & culture and said that for the development of a country
country,, its traditional intangible
heritages should be well conserved. She also highlighted on the challenges which are there.

Session II (12.15-13.45)

ment of Ancient Indian

Dr. Archana Sharma, Professor, Department
History, Banaras Hindu University(UP
University(UP)

The topic for the session was “The impact of Religious Revolution in Ancient India”

The main theme for the lecture was a study based on Buddhist Literature in special
reference to women. It was a very charged session, she elaborated on the role
r women
& their condition in ancient Indian history. The journey from Harrapa
played& H to Rigveda &
then to the 6th century BC, in the context of Buddhist literature was full of stories & anecdotes
from historical literatures. She highlighted the conditions of women in the lifetime of Buddha
& how Buddhism changed it for good. Buddhism was the only contemporary religious sect
contemporary
which thought about the questions on women & its implications in the world. Religion is a
cultural heritage for India & we should be proud that religions which originated in India has
presented a beautiful slideshow for the session
a worldwide acceptance & followers. She presented
which contained enthralling
ralling pictures & information.

8
 Session III (14:15 to 15:45)
15:45

Dr. Anant Ashutosh Dwivedi, Director General, Heritage

Society,Patna(Bihar)

The topic for the session was “Mauryan Art & Architecture”

The lecture was on Mauryan Art which

wh consist of shining pillars, stupas, coins, caves &
artefacts. Dr. Dwivedi detailed us all with ongoing excavations & works in the field of
archaeology in context of Mauryan art & architecture.He has presented a captivating
slideshow of Mauryan court art, popular art, artefacts & much more. He showed the sites on
which the excavations are going on & how it is done minutely. His lecture was full of
astonishing facts & information. He showed the boundary wall of the city of P
Patliputra & its 64
gates. It was a much engaged discussion. The art & architecture during mauryan period was
one of the best Mauryan art is the art produced during the period of the Mauryan Empire,
irst empire to rule over most of the Indian subcontinent, between 322 and 185
which was the first
BCE. It represented an important transition in Indian art from use of wood to stone. It was a
royal art patronized by Mauryan kings especially Ashoka. Pillars, Stupas, caves are the most
prominent survivals.

Session IV (16:00
( to 17:30)

Dr. Sanjay Swarnkar, Professor, Dept. of History, Govt.

K.R.G.P.G College, Gwalior(MP)

9
 The Role of Religious Sects in Agrarian Movements of
The topic for the session was “The
Colonial India”.

DrSwarnkar highlighted on the forgotten contribution of the religious sects from various
states of India. He covered the role played by various religious leader from all over India in
agrarian movements. Agrarian movements mainly started in the period of medieval
m history
in India & continued in colonial period. Thereligious leaders from Punjab,
Punjab UP,Haryana &
other states of India were also involved in the agrarian movement taking place during time.
He discussed the role of many religious leaders like Namdev, Tukaram, Ramdas, Nanak,
Swami shahjanand& many more in their respective periods.

Day 3

Session I (10.30
(10.30-12.00)

Dr. B. K. Shrivastav,, Head of the Department,Dr.

Department,
HarisinghGour University, Sagar (MP)
(MP).

The topic for the session was “Gandhi and his reflections with Geeta”.

Two teachings of the Bhagwad Gita appealed most to Gandhiji. The first one was anasakti,
attachment, to the fruits of one’s actions, “Your business is with the action only; never
non-attachment,
Gandhiji explains the concept of anasakti in terms
with its fruits.”In his work Anasaktiyoga, Gandhiji
of the spirit with which one should perform one’s duties. The karma yogi performs his duties
karma-yogi
with the understanding that it is by the will of destiny that he has been placed in a particular
vocation and he must perform his duties with an attitude of total surrender to the Divine Will,
for the benefit of society.

The second teaching was that of attaining the exalted state of sthitaprajna, elaborated in 19
him, these 19 verses represented the
verses, that he read at the age of 18, in England. For him,
gist of the entire Gita. The yogin who has succeeded in freeing his mind from all attachment
to objects of senses, is devoid of all fear and remains calm and composed even in adverse
situations.

10
 Experiencing even-minded
mindedness,
ness, he adopts a compassionate attitude towards all.

Krishna cautions Arjuna that even those seekers who ceaselessly strive to curb their senses
are not always successful. Gandhi writes, “The most important step towards the haven of
security is to rein in the senses, which, if not kept in control, carry off even the wisest to the
abyss. Physical starving of the senses works but as a temporary purpose; it is only when the
intellect realises its moorings in the Highest and prevents the mind from wandering th that one
can feel secure.”

Session II(12:15-13:45)
II

Dr. Ashok Patnaik, Professor (Retd.), Dept of History, Utkal

University, Bhubaneswar.

The topic for the session was “Objectivity

“Objectivity in Historiography.”

“The
The only history that can truly nourish inspires & guide the people over
a long period of time is one written in an objective spirit.”
spirit.

The historian collects his data fairly, which he observes systematically, organizes logically&
tests them thoroughly. Then by inductive logic & by the use of hypothesis, he reaches
provisional generalization. Then only he carries out a final search for new data & makes
fresh tests for final conclusions, while doing so he should cast off as far as possible the
to attain historical objectivity.
prejudices of race, nationality, class, society & political myth to
When historians are interested in facts about the past it is because of their possible historical
status, which, in practice, means their historical significance. We must therefore ask whether
e sense of absolute) criteria for the granting of the epithet
there are any objective (in the
‘significant’ to some events and ‘insignificant’ to others

11
 Session III & Session IV (14.15 17.30)
(14.15-17.30)

MICRO TEACHING SESSIONS

Dr. Brijendra Pandey, Assistant Professor,HRDC, Pt. RSU,

Raipur.

The participants presented a small lecture on their topics. It was to judge the quality & the
ability to present. Dr. Pandeys valuable insights in the session was surely to make them
more confidant for the future.

Day 4

Session I (10.30
(10.30-12.00)

Dr. Ashok Patnaik, Professor (Retd.), Dept of History, Utkal

University, Bhubaneswar.

The topic for the session was “Historical Criticism”.

The business of a historian is to construct interpretation of the past from its surviving
remains & then to write,it involves collection of data,its critical evaluation,& then
historical critical method or higher
presentation.Historical criticism, also known as the historical-critical
criticism, is a branch of criticism that investigates the origins of ancient texts in order to
understand "the world behind the text". While often discussed in terms of Jewish and

12
 Christian writings from ancient times, historical criticism has also been applied to other
religious and secular writings from various parts of the world and periods of history.The
primary goal of historical criticism is to discover the text's primitive or original meaning in
its original historical context and its literal sense. The secondary goal seeks to establish a
reconstruction of the historical situation of the author and recipients of the text. That may be
accomplished by reconstructing the true nature of the events that the text describes. An
ancient text may also serve as a document, record or source for reconstructing the ancient
past, which may also serve as a chief interest to the historical critic. In regard to Semitic
biblical interpretation, the historical critic would be able to interpret the literature of Israel
as well as the history of Israel. In 18th century Biblical criticism, the term "higher criticism"
was commonly used in mainstream scholarship in contrast to "lower criticism". In the 21st
century, historical criticism is the more commonly used term for higher criticism, and
textual criticism is more common than the loose expression "lower criticism"

Session II (12.15-13.45)

Dr. Kamlesh Sharma, Professor (Retd.) Dept. of History, Vardhaman Mahaveer Open
University, Kota, Rajasthan

The topic for the session was “Characteristics of Indian Culture”

India has a rich culture and that has become our identity. Be it in religion, art, intellectual
achievements, or performing arts, it has made us a colorful, rich, and diverse
nation.Additionally, culture is a way through which we behave with others, how softly we
react to different things, our understanding of ethics, values, and beliefs.Indian culture is
famous across the world due to its diversity in music, art, dance, language, cuisine, costume,
philosophy, and literature. The important characteristics of Indian Culture are civilized
communication, beliefs, values, etiquette, and rituals. India is well known for its ‘Unity in
Diversity’ across the world. That means India is a diverse nation where many religious
people live together peacefully having their own different cultures. So, we can see people of
different languages, dresses, food habits, and rituals living with unity in India.Indian culture,
often labeled as a combination of several cultures, has been influenced by a history that is
several millennia old, beginning with the Indus Valley Civilization and other early cultural
areas. Many elements of Indian culture, such as Indian religions, mathematics, philosophy,
cuisine, languages, dance, music and movies have had a profound impact across the
Indosphere, Greater India and the world. Specifically Southeast Asian and Himalayan

13
influence on early India, had lasting impacts on the formation of Hinduism and Indian
mythology. Hinduism itself formed from various distinct folk religions, which merged duri
during
the Vedic period and following periods. Especially Austroasiatic groups, such as early
Munda and Mon Khmer, but also Tibetic and other Tibeto-Burmese
Tibeto Burmese groups, left noteworthy
influence on local Indian peoples and culture. Several scholars, such as Professor
Profes Przyluski,
Jules Bloch, and Lévi, among others, concluded that there is a significant cultural, linguistic,
Khmer (Austroasiatic) influence on early India, which can also be
and political Mon-Khmer
observed by Austroasiatic loanwords within Indo ges and rice cultivation,
Indo-Aryan languages
rice agriculturalists using a route from
which was introduced by East/Southeast Asian rice-agriculturalists
Southeast Asia through Northeast India into the Indian subcontinent.
subcontinent

Session III(14:15
III to 15:45)

Dr. I. S. Vishwakarma,Chairman,
Chairman, U.P.Higher Education
Services Commission.
Commission

The topic for the session was “Bharatvarsha - Avdharna, Rashtrachintan and
Swabodh.”

Nations are generally held together on the basis of race, religion, language or ethnicity.
Sameness is the formula of nation building, but India stands in defiance of this mediocrity.
‘Bharatvarsh’ has lived for thousands of years, a union of over two hundred kingdoms. King
Bharata extended the boundaries of his empire, more through inclusion than conquest, and
res on the planet.We took pride in building the nation not on
it was one of the largest empires
the sameness of people but on the diversity of people.The name Bharatvarsha was given to
the whole country after the name of ancient tribe called the Bharata and the people were
ntati. Our ancient poets, philosophers and writers viewed the country as an
called Bharatasantati.
integral unit. They spoke of the land stretching from the Himalayas to the sea, as the proper
domain of a single universal monarch.

14
 According to the scriptural description of the Brahmand, the entire Earth is called
BHARATVARSHA but particularly, the area of the continent that lies South of the Himalayas is
called BHARATVARSHA. It is also called ARYAVARTA. The inhabitants of Aryavarta are
called Aryans as referred in the Rig Veda.

Thus, the words Bharatiya or Aryans were both used for the inhabitants of Bharatvarsha or
Aryavarta. Persians used to call Hindu for the Sindhu river and thus, Hindustan came into
being. The English called the river Sindhu, Indus and thus the English name for HINDUSTAN
became INDIA.

Session IV(16:00
IV to 17:30)

MICRO TEACHING SESSION

Dr. Brijendra Pandey, Assistant Professor,HRDC, Pt. RSU,

Raipur.

The participants presented a small lecture on their topics. Itt was to judge the quality & the
ability to present. Dr. Pandeys valuable insights in the session were surely to make them
th
more confident for the future.

Day 5

Session I (10.30
(10.30-12.00)

Dr. R. N. Mishra, Professor (Retd.), Department of History, Pt.

Ravishankar University, Raipur(CG)

15
The topic for the session was “Revolt of 1857 in Chhattisgarh &Intellectual
Intellectual awakening
in Chhattisgarh.”

The First war of independence in 1857 was spearheaded in Chhattisgarh by VirNarain Singh
who was a benevolent jamindar of Sonakhan. The British arrested him in 1856 for looting a
trader's grain stocks and distributing it amongst the poor in a severe famine year.In
year. 1857
with the help of the soilders of the british Army at Raipur, virnarainsingh escaped from
prison. He reached sonakhan& formed an army
army of 500 men. Under the leadership of smith a
powerful British Army was dispatched to crush the sonakhan army. The British succeeded
after a prolonged battle &VirNarain Singh Was arrested & later hanged. The lecture was full
Chhattisgarh’s history & the bravery of martyrs from Chhattisgarh. The
of anecdotes fromChhattisgarh’
participants learned some remarkable & hidden history from Chhattisgarh.

Session II (12.15-13.45)
(12.15

Dr. Deenabandhu Pandey, Member, Indian Council of Social

Science &Research

Indian conceptualization of History & Writing.”

The topic for the session was “Indian

Indian language equivalent of the

In the Indian parlance, this is called Itihasa. The common Indian-language
word “history” is Itihasa, which, though accurate, is also incomplete. The Sanskrit Itihasa can
it as Iti+ha+aasa, roughly translated as “This is how it happened.” The key word is
be split
“how.” The exact dateof The immediate emphasis is on the “value” rather than the t “fact”
.In India, only the Ramayana and the Mahabharata are termed Itihasa. No chronicle
aspect.In chron of
any royal lineage or descriptions of great battles, charitable and public works and suchlike,
which came after these two epics were given this title.

16
Dr. Pandey’ss vast experience as indologist, helped the participants grasp more clear the the
ng history in Indian context. The writing of history in India has along history & we wrote
writing
extensively about the histories of dynasties & event with minute details & also inculcating
values in those writings.

Session III(14:15
III to 15:45)

Dr. K. K. Agrawal, Professor,Department

artment of History, Pt.
Ravishankar University, Raipur(CG)

Muriya Revolt and Bhumkal Movement InBastar.”

The topic for the session was “Muriya

he bhumkal (earthquake) was an adivasi

The Bastar Rebellion, also known as tthe a rebellion in
1910 against the British Raj in the princely state of Bastar in central India
India. It was primarily led
by Gundadhur, a tribal leader, as well as by a diwan and cousin of the king, Lal Karendra
Singh. The tribals mobilized, which led to the entire state rising in revolt against the British
250 strong police force in the state, and were
colonial government, overwhelming the small 250-strong
marked by widespread rioting, looting and arson. By the end of February, however,
neighbouringJeypore and Bengal had quelled the revolt and arrested
additional troops from neighbouringJeypore
the leaders.

17
 Session IV (16:00 to 17:30)

Dr. Pratibha Pandey, Professor, Department of History, Mohanlal

Sukhadia University, Udaipur(Rajasthan)

The topic for the session was “Role of women in Indian Independence.”

The history of Indian Freedom Struggle would be incomplete without mentioning the
contributions of women. The sacrifice made by the women of India will occupy the foremost
place. They fought with true spirit and undaunted courage and faced various tortures,
exploitations and hardships to earn us freedom. Woman's participation in India's freedom
struggle began as early as in1817 .Bhima Bai Holkar fought bravely against the British
warfare. Many women including Rani
colonel Malcolm and defeated him in guerilla warfare.
Channama of Kittur, Rani BegamHazrat Mahal of Avadh fought against British East India
company in the 19th century; 30 years before the “First War of Independence 1857”
The role played by women in the War of Independence (the Great Great Revolt) of 1857 was
creditable and invited the admiration even leaders of the Revolt. Rani of Ramgarh, Rani
Jindan Kaur, Rani Tace Bai, Baiza Bai, Chauhan Rani, Tapasvini Maharani daringly led their
troops into the battlefield.
Rani Lakshmi Bai of Jhansii whose heroism and superb leadership laid an outstanding
example of real patriotism .Indian women who joined the national movement belonged to
educated and liberal families, as well as those from the rural areas and from all walk of life,
all castes, religions
gions and communities.
Sarojini Naidu, Kasturba Gandhi, Vijayalakmi Pundit and Annie Bezant in the 20th century
are the names which are remembered even today for their singular contribution both in
battlefield and in political field.

18
Day 6

Session I (10.30-12.00)

Dr. Sushma Trivedi,Professor, Department of

History,NavyugKanyaMahavidyalaya., Lucknow University(UP)

The topic for the session was “Uprising, Perspective & Understanding Of
1857(historiography, facts, interpretation, nature of uprising.)”

This war of Independence marked the end of rule by the British East India company. Post
this, India was directly ruled by the British government through representatives known as
Governor-General.The revolt of 1857 was the conscious beginning of the Independence
struggle against the colonial tyranny of the British. There are various names for the revolt of
1857 – India’s First War of Independence, Sepoy Mutiny, etc.The revolt began on May 10,
1857, at Meerut as a sepoy mutiny. It was initiated by sepoys in the Bengal Presidency
against the British officers.The Indian rebellion was fed by resentments born of diverse

perceptions, including invasive British-style social reforms, harsh land taxes, summary
treatment of some rich landowners and princes, as well as scepticism about the
improvements brought about by British rule. Many Indians rose against the British; however,
many also fought for the British, and the majority remained seemingly compliant to British
rule. Violence, which sometimes betrayed exceptional cruelty, was inflicted on both sides,
on British officers, and civilians, including women and children, by the rebels, and on the
rebels, and their supporters, including sometimes entire villages, by British reprisals; the
cities of Delhi and Lucknow were laid waste in the fighting and the British retaliation

19
 Session II (12.15-13.45)

Dr. Sindhu Kapoor,Professor,Department of History(Cultural

Heritage), Cluster University Of Jammu (J&K)

The topic for the session was “History of Jammu & Kashmir (1846-1947)-Trends in
Historiography & Observations.”

In 1845, the First Anglo-Sikh War broke out, and Gulab Singh "contrived to hold himself
aloof till the battle of Sobraon (1846), when he appeared as a useful mediator and the trusted
advisor of Sir Henry Lawrence. Two treaties were concluded. By the first the State of Lahore
(i.e. West Punjab) handed over to the British, as equivalent for (rupees) ten million of
indemnity, the hill countries between Beas and Indus; by the second the British made over to
Gulab Singh for (Rupees) 7.5 million all the hilly or mountainous country situated to the east
of Indus and west of Ravi" (i.e. the Vale of Kashmir). The Treaty of Amritsar freed Gulab
Singh from obligations towards the Sikhs and made him the Maharajah of Jammu and
Kashmir. The Dogras' loyalty came in handy to the British during the revolt of 1857 which
challenged British rule in India. Dogras refused to provide sanctuary to mutineers, allowed
English women and children to seek asylum in Kashmir and sent Kashmiri troops to fight on
behalf of the British. British in return rewarded them by securing the succession of Dogra
rule in Kashmir. Soon after Gulab Singh's death in 1857, his son, Ranbir Singh, added the

emirates of Hunza, Gilgit and Nagar to the kingdom. The Princely State of Kashmir and
Jammu (as it was then called) was constituted between 1820 and 1858 and was "somewhat
artificial in composition and it did not develop a fully coherent identity, partly as a result of
its disparate origins and partly as a result of the autocratic rule which it experienced on the
fringes of Empire. Ranbir Singh's grandson Hari Singh, who had ascended the throne of

20
 monarch in 1947 at the conclusion of British rule of the
Kashmir in 1925, was the reigning monarch
subcontinent and the subsequent partition of the British Indian Empire into the newly
independent Dominion of India and Dominion of Pakistan.
Pakistan

Session III(14:15
III to 15:45)

Dr. Sanjay Kumar, Principal, Govt. Degree College,Satpuli,

PauriGarhwal,Uttarakhand.

Values in Indian Freedom Movement”.

The topic for the session was “Values

The enormity of sources available and accessible to study India's freedom struggle have
fascinating and challenging both for obvious reasons. India was
made the subject extremely fascinating
white nation to emerge from colonial control and it's independence from Britain
the first non-white
in 1947 undermined the whole fabric of the British Empire which had dominated world
ceding decades. In conventional historiography the great mutiny of 1857 is
affairs in the preceding
marked as beginning of India's freedom struggle but Christopher Bayley in 'Origins of
anti colonial resistance began at least hundred
Nationality in Asia' categorically states that anti-
years earlier by various communities for defending their culture and way of life. The revolt
anti colonial protest for various reasons-
of 1857 remains a landmark event in the saga of anti-colonial reasons
intensity, geographical expansion, participation of the masses and its popular support base
and etc. The foundation of Indian National Congress in 1885 and it's gradual and impressive

popularity among various sections of the society made it a vital platform of protest.
Undeniably INC( Indian National Congress) remained an umbrella organization consisting
of leaders of diametrically opposite views, approaches and ideologies with common goal
g of
independence. It gave the freedom struggle a logical and well organized canvas by
launching all India mass movements by mobilizing various sections of the society-
society women,

21
peasants, tribal’s, professional groups, labourers’ and etc. It's functioning was democratic
in contents and forms where every issue was debated, amended and even revised . Even
Gandhi's authority was challenged many a times as in the case of elections of Congress
Presidents in 1938 & 1939 respectively. From the very beg
beginning
inning the nationalist spirit was
nurtured and inspired by the major historic events of world history .The American
Revolution (1776), French Revolution (1789), Revolutions of 1830.& 1848, Bolshevik
Revolution of Russia ( 1917) and other events were proved catalytic in promoting
proved
anti colonial resistance under the charismatic
consciousness among people. The greatest anti-
leadership of Mahatma Gandhi changed the course, nature and pace of freedom struggle .
and ‘Satyagraha’ against the tyrannical
Gandhi used the weapon of ' Truth', 'Nonviolence ', and
rule of British. Handling such a movement in a country of diversity and pluralism in all walks
of life was certainly a herculean task. Along with Gandhian popular mass movements-
movements Non-
cooperation, Civil Disobedience and Quit India, there were other currents of violence
protests by revolutionaries who have no believe in Gandhian way. But the most significant
Values that the freedom struggle keep it up were - Nonviolence, peaceful Satyagraha,
popular participation of almostt all the sections of society including subalterns , supreme
sacrifices of thousands of known and unknown martyrs and that resulted into the birth of a
nation which became the most vibrant and dynamic democracy with secular spirit.

Session IV (16:00 to 17:30)

artment of History,
Dr. Mukesh Kumar, Professor, Departmen
Magadh University, Bodhgaya(Bihar).
Bodhgaya(Bihar)

Bias in Historical Research”.

The topic for the session was “Bias

Bias is an inclination or outlook to present or hold a partial perspective, often accompanied

by a refusal to consider the possible merits of alternative points of view. Regardless of

22
whether conscious or learned implicitly within cultural contexts, biases have been part of
historical investigation since the ancient beginnings of the discipline. As such, history
provides an excellent example of how biases change, evolve, and even disappear.

Every historian has his own likes, tastes, aptitude and preferences. He may choose either
political or social or economic or military or constitutional or art-history and because he or
she is specially inclined towards that particular subject, he or she is likely to be affected by
it. Froude’s history gives us an impression of the course of events that is entirely different.
Karl Marx would pick only the class struggle, Hegel would concentrate on human spirit.

The participants learned the concept of bias in history writing & how it can be minimized. It
was sure to help them in their future endeavours.

Day 7

Session I (10.30-12.00)

Dr. Manish Sinha, Professor,Department of History, Bodhgaya University, Bihar

The topic for the session was “Contribution of Raja Ram Mohan Roy in Social
Reformations in India”.

Prof. Sinha in his deliberation said that R R Roy can be called as Prince of Indian
Renaissance. He said that India was under dark cloud when R R Roy was born. Rajaram
Mohan Roy was born when Mughals collapsed and Britishers were becoming stronger. This
rule of Britishers was different from Portuguese. They did not wanted to dominate in Indian
religious sphere as they were in their initial stages to laying foundation of their empire in
India. Roy imagines a vision of new India or a modern India. He was seeing new vision of
India. He studied the different problems of India. The problem was retrograde traditions.
These were dividing India deeply. He was member of Bengal Unitarian Society. It was
appealing him greatly as it stood for unity and oneness of God, one religion. He opposed
idol worship and polytheism.

He established Brahma Samaj whose members were to follow moral piety. The members
were to follow the supreme and preserver of all, immutable, unsearchable, one who does
not carry any name, animate, position etc. So the members were not to follow any picture,
object, image and no drinks, feasting, within premises were permitted. The members were

23
not supposed to condemn any religion, their sayings etc. So, he was quite advanced in his
thought from the ages. When we talk about religion of Roy, he says there are 4 types of
people- first type of person is deceiver one who imposes his religion on others; second-
second is
deceived; third- is deceiver and deceived as well; fourth-
fourth neither deceiver, nor deceived
and he is blessed d as he is in direct communication with god (source-Book
(source Book of Roy). So we can
say that Roy was much ahead of his times. Roy was very much influenced with Islam. He did
not believe in concept of trinity. Christianity also had concept of trinity which he opposed.
oppos
There is God, there is son of god and he is the medium, holy spirit that communicates the
saying of god. He wrote book “The Precepts of Jesus”, the aim was that people should know
the teachings of Jesus. Roy believed that moral teachings can be regarded
regarde as the basis of
morality of all religions. However, he was doubtful about miracles as mentioned in
Christianity. Roy read New Testament and Old Testament thoroughly and discussed them in
details in talks.

Rajaram Mohan Roy was a reformer ahead of his times and age in true sense.
times

Session II (12.15-13.45)
(12.15

Dr. Ratneshwar Mishra, Professor(Retd.)

(Retd.),Department of
History, Lalit Narayan Mithila University, Darbhanga(Bihar)

Nation and Nationalism in reference to India.”

The topic for the session was “Nation

Nationalism is an idea and movement that holds that the nation should be congruent with the
state. As a movement, nationalism tends to promote the interests of a particular nation (as in
a group of people), especially with the aim of gaining and maintainingmaintainin the nation's
governance) over its homeland. Nationalism holds that each nation should
sovereignty (self-governance)
govern itself, free from outside interference (self determination), that a nation is a
(self-determination),
and ideal basis for a polity and that the nation is the only rightful source of political
naturaland
power (popular sovereignty). Indian nationalism developed as a concept during the Indian
independence movement which campaigned for independence from British rule. Indian
nationalism, which is inclusive of all of the people of
nationalism is an instance of territorial nationalism,
India, despite their diverse ethnic, linguistic and religious backgrounds.India has been
unified under many emperors and governments in history. Ancient texts mention India

24
 AkhandBharat, these regions roughly form the entities of
under emperor Bharata and AkhandBharat,
day greater India. The Mauryan Empire was the first to unite all of India, and South
modern-day
Asia (including much of Afghanistan). In addition, much of India has also been unified under
a central government by empires, such as the Gupta Empire, Rashtrakuta Empire, Pala
Empire, Mughal Empire, Vijayanagara Empire, Maratha Empire, British Indian Empire,
etc.In 1917, Rabindranath Tagore wrote that India is a ‘no-nation’
‘no nation’ that never had a real sense
of national unity.. As a political entity, however, it was faced with the challenge of ‘welding
together into one body various races’. ‘In my country’, he continues, ‘we have been seeking
to find out something common to all races, which will prove their real unity’.

Session III (14:15-15:45)

Seminar

ofessor, Departmentof
Dr. Dayanand Roy, Professor, Departmento History,
Bhagalpur University(Bihar).

One of the objectives of the course was to improve pedagogical skills & seminar is
considered as one of the advance methods of teaching. Dr Roy gave an experienced
suggestions regarding the skills during assessment. His notable insights on the
presentations in the seminar was sure to benefit the participants all their life.

Session IV (16.00
(16.00-17.30)

Dr. Om Jee Upadhyay Director(Research & Administration),

Indian Council of Historical Research, Ministry of Human
Resource & Development, GOI

“AzaadiKa Amrit Mohotsav: Idea & Aim (India’s Struggle

The topic for the session was “AzaadiKa
for Independence & Cultural Nationalism)”

25
Dr. Upadhyay with his wide range of experience in the subject talked about the Indian
& the contribution of many forgotten heroes. We have to bring to the forth
Independence&
those leader & their works which are till now lost somewhere in the pages of history. There
are many unsung heroes in the freedom struggle of India whose contribution to the
motherland is still to be recognized & studied. We need to look the history of India through
er lenses compared to the narrow view with which sometimes it is shown so that many
wider
untouched & unwritten
nwritten hidden glories of Indian national
al movement will come to the forth.
There are many narratives in history writing which is to be relooked again in order to
present a true picture of Indian history.

Day 8

Session I&II
I (10.30-13.45)

Seminar

ofessor, Departmentof
Dr. Dayanand Roy, Professor, Departmento History,
Bhagalpur University(Bihar).

One of the objectives of the course was to improve pedagogical skills & seminar is
considered as one of the advance methods of teaching. Dr Roy gave an experienced
suggestions regarding the skills during assessment. His notable insights on the
presentations in the seminar was sure to benefit the participants all their life.

26
 Session III (14.15-15.45)

Dr. S. D. Jha, Principal, Nalini Prabha Deo Prasad College,

Bilaspur(CG)

The topic for the session was “Role of Subhas Chandra Bose in Freedom Movement”.

Subhas Chandra Bose was an Indian nationalist whose defiant patriotism made him a hero in
India, but who attempts during World War II to rid India of British rule with the help of Nazi
Germany and Imperial Japan. The honorific Netaji (Hindustani: "Respected Leader") was first
applied to Bose in Germany in early 1942 oldiers of the Indian Legion and
1942—by the Indian soldiers
by the German and Indian officials in the Special Bureau for India in Berlin. It is now used
throughout India.

Subhas Chandra Bose believed that the Bhagavad Gita was a great source of inspiration for
the struggle against the he British. Swami Vivekananda's teachings on universalism, his
nationalist thoughts and his emphasis on social service and reform had all inspired Subhas
Chandra Bose from his very young days. The fresh interpretation of India's ancient
aled immensely to him. Some scholars think that Hindu spirituality
scriptures had appealed
political and social thought. As historian Leonard Gordon
formed an essential part of his pol
explains "Inner religious explorations continued to be a part of his adult life. This set him
apart from the slowly growing number of atheistic socialists and communists who dotted the
Indian landscape."

Session IV (16.00
(16.00-17.30)

Dr. Anand Burdhan School of Heritage,Research &

Management, Dr.B.R.Ambedkar University,Delhi

The topic for the session was” The concept of Indian National Congress.”

27
The Indian National Congress (often called the Congress Party or simply Congress, abbr.
INC) is a political party in India with w
widespread roots. Founded in 1885, it was the first
modern nationalist movement to emerge in the British Empire in Asia and Africa. From the
Empire
late 19th century, and especially after 1920, under the leadership of Mahatma Gandhi,
Indian independence movement. Congress
Congress became the principal leader of the Indian
th United Kingdom, and powerfully influenced other anti-
led India to independence from the anti
colonial nationalist movements in the British Empirethe Indian National Congress conducted
its first session in Bombay from 28 to 31 December 1885 at the initiative of retired Civil
Service officer
cer Allan Octavian Hume. In 1883, Hume had outlined his idea for a body
representing Indian interests in an open letter to graduates of the University of Calcutta. Its
aim was to obtain a greater share in government for educated Indians, and to create a
platform for civic and political dialogue between them and the British Raj. Hume took the
initiative, and in March 1885 a notice convening the first meeting of the IIndian National
Union to be held in Poona the following December was issued.[32] Due to a cholera
outbreak there, it was moved to Bombay

Day 9

Session I (10.30
(10.30-12.00)

Dr. Anand Burdhan School of Heritage,Research &

Management, Dr.B.R.Ambedkar University,Delhi

“The Role of Shivaji in the upliftment of Hindu Culture”.

The topic for the session was “The

ShivajiBhonsale I also referred to as ChhatrapatiShivaji

Chha Maharaj,, was an Indian ruler and a
enclave from the declining
member of the Bhonsle Maratha clan. Shivaji carved out an enclave
Adilshahi sultanate of Bijapur that formed the genesis of the Maratha Empire. In 1674, he was
formally crowned the Chhatrapati (emperor)
(emp of his realm at Raigad.
vaji engaged in both alliances and hostilities with the Mughal
Over the course of his life, Shivaji
Empire, the Sultanate of Golkonda and the Sultanate of Bijapur, as well as with European
colonial powers. Shivaji's military forces expanded the Maratha sphere of influence,
ing forts, and forming a Maratha navy. Shivaji established a competent
capturing and building
well structured administrative organisations. He revived
and progressive civil rule with well-structured

28
ancient Hindu political traditions, court conventions and promoted the usage of the Marathi
and Shivaji was well
d Sanskrit languages, replacing Persian in court and administration.Shivaji
known for his strong religious and warrior code of ethics
ethics and exemplary character. He was
recognized as a great national hero during the In dian Independence Movement.
Indian

Session II (12.15-13.45)
(12.15

artment of Philosophy,
Dr. RajniShrivastava, Professor,Departmen
Lucknow University(UP)
University(UP

Vivekananda on practical Vedanta, Integral Yoga,

The topic for the session was “Vivekananda
Concept of Universal Religion, Philosophy of Education”.

Vivekananda propagated that the essence of Hinduism was best expressed in

AdiShankara'sAdvaita Vedanta philosophy. Nevertheless, following Ramakrishna, and in
contrast to Advaita Vedanta, Vivekananda believed that the Absolute is both immanent
imm and
transcendent. According to Anil Sooklal, Vivekananda's neo Vedanta "reconciles Dvaita or
neo-Vedanta
dualism," viewing Brahman as "one without a second," yet "both
dualism and Advaita or non-dualism,"
qualified, saguna, and qualityless, "Vivekananda summarised the Vedanta as
alityless, nirguna. "Vivekananda
follows,
ollows, giving it a modern and Universalistic
Uni interpretation, showing the influence of
classical yoga:

Each soul is potentially divine. The goal is to manifest this Divinity within by controlling
worship, or mental discipline,
nature, external and internal. Do this either by work, or worship, d or
philosophy—by these and be free. This is the whole of religion.
by one, or more, or all of these—and
Doctrines, or dogmas, or rituals, or books, or temples, or forms, are but secondary details.
Vivekananda popularized the notion of involution, a term which Vivekananda probably took
from western Theosophists, notably Helena Blavatsky, in addition to Darwin's notion of
evolution, and possibly referring to the Samkhya term sātkarya.Theosophic
s Theosophic ideas on
involution has "much in common" with with "theories of the descent of God in Gnosticism,
Kabbalah, and "According to Meera Nanda, "Vivekananda uses the
nd other esoteric schools. "According
word involution exactly how itt appears in Theosophy: the descent, or the involvement, of
divinecosnciousness
cosnciousness into matter. With spirit, Vivekananda refers to prana or purusha,
matter "With

29
derived ("with some original twists") from Samkhya and classical yoga as presented by
Patanjali in the Yoga sutras.

Session III & Session IV (14.15

(14.15-17.30)
17.30)

PROJECT PRESENTATION

Dr. Hansa Vyas, Professor, Department of History, Govt.

Narmada College, Hosangabad (MP)

It was also a learning experience for the participants who were divided into groups
to do a project and present the same for evaluation
evaluation. Dr Vyas gave an valuable
suggestions regarding the skills during assessment. & her notable insights on the
presentations in the seminar were sure to benefit the participants all their life.

Day 10

Session I (10.30
(10.30-12.00)

Dr. S. D. Jha, Principal, Nalini Prabha Deo Prasad College,

Bilaspur(C.G)

was Science & Technology in

The topic for the session was”
Ancient India”

30
 Historian James Grant Duff once wrote, “Many of the advances in the sciences that we
consider today to have been made in Europe were made in India centuries ago.”
One of the oldest civilizations in the world, the Indian civilization has a strong tradition of
science and technology. Ancient India was a land of sages and seers as well as a land of
scholars and scientists. Research has shown that from making the best steel in the world to
teaching the world to count, India was actively contributing to the field of science and
technology centuries long before modern laboratories were set up. Many theories and
techniques discovered by the ancient Indians have created and strengthened the
fundamentals of modern science and technology. While some of these groundbreaking
contributions have been acknowledged, some are still unknown to most.

Session II (12.15-13.45)
Dr. Meena Gour, Professor, Department of History, Mohanlal Sukhadia University,
Udaipur(Rajasthan)

The topic for the session was “Role of Swami DayanandSaraswati in the upliftment of Indian
Society.”

Swami DayanandSaraswati was a renowned scholar who promoted the Vedic philosophy

and principles of karma and reincarnation. His mission in life was universal brotherhood and
for this he founded the Arya Samaj.The Arya Samaj opposes idol worship, caste system
based on birth rather than on merit, untouchability, child marriage, pilgrimages, priesthood
and temple offerings. Social reform and education were a big part of Swami
DayanandSaraswati's ideals.He was a sanyasi (ascetic) from boyhood and a scholar. He
believed in the infallible authority of the Vedas. Dayanand advocated the doctrine of Karma
and Reincarnation. He emphasized the Vedic ideals of brahmacharya, including celibacy
and devotion to God.Among Dayananda's contributions were his promoting of the equal
rights for women, such as the right to education and reading of Indian scriptures, and his
commentary on the Vedas from Vedic Sanskrit in Sanskrit as well as in Hindi.

"I accept as Dharma whatever is in full conformity with impartial justice, truthfulness and the
like; that which is not opposed to the teachings of God as embodied in the Vedas. Whatever

31
is not free from partiality and is unjust, partaking of untruth and the like, and opposed to the
teachings of God as embodied in the Vedas—that
Vedas I hold as adharma." — Satyarth Prakash

"He, who after careful thinking, is ever ready to accept truth and reject ffalsehood; who
counts the happiness of others as he does that of his own self, him I call just." — Satyarth
Prakash

Session III (14.15-15.45)

PROJECT PRESENTATION

Department of History, Govt.

Dr. Hansa Vyas, Professor,Department
Narmada College, Hosangabad(MP)

It was also a learning experience for the participants who were divided into groups
to do a project and present the same for evaluationDr Vyas gave an valuable

assessment.& her notable insights on the

suggestions regarding the skills during assessment.
presentationss in the seminar were sure to benefit the participants all their life.

Session IV (16.00-17.30)

MCQ Test

32
Day 11

Session I (10.30
(10.30-12.00)

Dr. Deepak Gaikwad, Professor(Retd.), Dept of History,

SavitribaiPhule University(Pune)

Contribution of Dr. B.R. Ambedkar in Indian

The topic for the session was “Contribution
Independence.”

Bhimrao Ramji Ambedkar,, was an Indian jurist, economist, politician and social reformer,
who inspired the Dalit Buddhist moveme nt and campaigned against social discrimination
movement
towards the untouchables (Dalits). He was British India's Minister of Labour in Viceroy's
Executive Council, Chairman of the Constituent drafting committee, independent India's first
Minister of Law and Justice, and considered the chief architect of the Constitution of
o India.

Ambedkar was a prolific student, earning doctorates in economics from both Columbia
University and the London School of Economics, gaining reputation as a scholar for his
mics and political science. In his early career, he was an economist,
research in law, economics
professor, and lawyer. His later life was marked by his political activities; he became
involved in campaigning and negotiations for India's independence, publishing journals,
advocating political rights and social freedom for Dalits, and contributing significantly to the
establishment of the state of India. In 1956, he converted to Buddhism, initiating mass
conversions of Dalits.

33
 Session II (12.15-13.45)

Padma Shree K. K. Muhammed, IndianArchaeologist,

Regional Director – North(Retd.)Archaeological Survey of India.

The topic for the session was “Challenging Conservation of temples in Chambal valley”.

Dr. Muhammed presented a beautiful slideshow on the conservation of temples in

Bateshwar.It is about 35 kilometres (22 mi) north of Gwalior and about 30 kilometres (19 mi)
east of Morena town. The site is mentioned in historical literature as Dharon or Paravali, later
as Padavali. The local name for the group of temples is Batesvar or Bateshwar temples.
Bateshwar,Morena, a complex of ancient Shiva & Vishnu temples situated 40 km away from
Gwalior. These temples were built between 9th and 11th century during the Gurjara-
Pratihara Dynasty, 200 years before Khajuraho. The area was under the control of Nirbhay
Singh Gujjar. KK Muhammed was successful in convincing the dacoits to let him do the
restoration. He was able to restore 60 temples during his tenure. After the dacoits were
eliminated by the police, the area has been under encroachment from illegal mining, as the
tremors from the usage of explosives can damage the structure.

The Bateshwar Hindu temples (or Batesara, Bateśvar) are a group of nearly 200 sandstone
Hindu temples and their ruins in north Madhya Pradesh in post-Gupta, early Gurjara-
Pratihara style of North Indian temple architecture. The temples are mostly small and spread
over about 25 acres (10 ha) site. They are dedicated to Shiva, Vishnu and Shakti -
representing the three major traditions within Hinduism. The site is within the Chambal
River valley ravines, on the north-western slope of a hill near Padavali known for its major
medieval era Vishnu temple. The Bateshwar temples were built between the 8th and the
10th-century. The site is likely named after the Bhuteshvar Temple, the largest Shiva temple
at the site. It is also referred to as Batesvar temples site or Batesara temples site.

34
 Session III (14.15-15.45)

Dr. Chandrashekhar Pran, Director(Retd.), Nehru Yuva

Kendra Sangathan, Ministry of Youth Affairs & Sports, GOI

“Bharat kaItihaas, Swaraj aurSwavalamban.”

The topic for the session was “Bharat aurSwavalamban.

Dr. Pran’s vast experience in the field made the session very enriching & energetic. He
talked about Indian history with respect to our glories of the past, drawing anecdotes. He
also briefed about the working of local administration & how it evolved in our history. He
focused on the aspect of swaraj in Indian subcontinent from the time immemorial. The
discussion about the independence of our local & village administration was noteworthy.
notewort
Our villages were completely self independent in terms of economy as well as
administration. This was the real swaraj which we had, irrespective of what was going in the
Centre. The elaborated discussion on the subject with doubt clearance made the ses session
ablosutely helpful for the participants in the coming future.

Session IV (16.00-17.30)

artment of Ancient Indian

Dr. Archana Sharma, Professor, Departmen
History, Banaras Hindu University(UP
University(UP)

The topic for the session was “Sacred & Profane elements in Ancient & Medieval
Indian Numismatics”

The Coinage of India began anywhere between early 1st millennium BCE to the 6th century
silverr coins in its initial stage. The coins of this
BCE, and consisted mainly of copper and silve
iod were Karshapanas or Pana. A variety of earliest Indian coins, however, unlike those
period

35
circulated in West Asia, were stamped bars of metal, suggesting that the innovation of
pre existing form of token currency which had already
stamped currency was added to a pre-existing
been present in the Janapadas
napadas and Mahajanapada kingdoms of the Early historic India. The
kingdoms that minted their own coins included Gandhara, Kuntala, Kuru, Panchala,
Magadha, Shakya, Surasena and Surashtra etc.
Time to go back in time from the 8th century to 12th century, also
also called as the medieval age
of Indian history! This period was marked by the rise and fall of many states and empires
particularly after the Arab and Turkish invasions. Though the Turks had conquered Persia,
their culture was heavily influenced by the P ersian traditions. After the establishment of
Persian
Sultanate of Delhi, there were a series of dynasties who ruled different regions of India. With
the changing administrations, currency and coinage of Medieval India also evolved to
iterature and architecture from this flourishing era.
depict the magnificent art, literature
Medieval India Coinage saw a phase of experimentation under the regime of Muhammad
Bin Tughlaq, who introduced the concept of token currency. Exceeding in numbers by a fair
decessor, he inscribed his character and activities to produce
margin as compared to his predecessor,
gold coins in abundance. These coins were characterised by fine calligraphy and a number
of fractional denominations. With his power and an interest in experimenting, he enforced
his currency making
aking him the greatest moneyers of Indian history though it wasn’t a great
success.

Day 12

Session I (10.30
(10.30-12.00)

Tiwari Vice Chancellor, P.Shambhunath Shukla

Dr. Mukesh Tiwari,
University, Shahdol(MP)

The topic for the session was “Role of SardarVallabhbhai Patel in Integration of
States”.

VallabhbhaiJhaverbhai Patel;; 31 October 1875 – 15 December 1950), endeared as Sardar,

was an Indian statesman. He served as the first Deputy Prime Minister of India from 1947 to
rister and a senior leader of the Indian National Congress who
1950. He was an Indian barrister
played a leading role in the country's struggle for independence and guided its integration

36
into a united, independent nation. He was one of the conservative members of the Indian
National Congress. In India and elsewhere, he was often called Sardar, meaning "chief" in
Hindi, Urdu, and Persian. He acted as Home Minister during the political integration of India
and the Indo-Pakistani War of 1947.Patel took charge of the integration of the princely states
into India. Under the plan of 3 June, more than 565 princely states were given the option of
joining either India or Pakistan, or choosing independence. Indian nationalists and large
segments of the public feared that if these states did not accede, most of the people and
territory would be fragmented. The Congress, as well as senior British officials, considered
Patel the best man for the task of achieving conquest of the princely states by the Indian
dominion. Gandhi had said to Patel, "The problem of the States is so difficult that you alone
can solve it". Patel was considered a statesman of integrity with the practical acumen and
resolve to accomplish a monumental task. He asked V. P. Menon, a senior civil servant with
whom he had worked on the partition of India, to become his right-hand man as chief
secretary of the States Ministry. On 6 August 1947, Patel began lobbying the princes,
attempting to make them receptive towards dialogue with the future government and
forestall potential conflicts. Patel used social meetings and unofficial surroundings to
engage most of the monarchs, inviting them to lunch and tea at his home in Delhi. At these
meetings, Patel explained that there was no inherent conflict between the Congress and the
princely order. Patel invoked the patriotism of India's monarchs, asking them to join in the
independence of their nation and act as responsible rulers who cared about the future of
their people. He persuaded the princes of 565 states of the impossibility of independence
from the Indian republic, especially in the presence of growing opposition from their
subjects. He proposed favourable terms for the merger, including the creation of privy
purses for the rulers' descendants. While encouraging the rulers to act out of patriotism,
Patel did not rule out force. Stressing that the princes would need to accede to India in good
faith, he set a deadline of 15 August 1947 for them to sign the instrument of accession
document. All but three of the states willingly merged into the Indian union; only Jammu and
Kashmir, Junagadh, and Hyderabad did not fall into his basket.

37
 Session II (12.15-13.45)
(12.15

Dr. Himanshu Chaturvedi,, Member, Indian Council of Historical Research, New Delhi

Learning Outcome Curriculum Framework-History

The topic for the session was “Learning Framework
Syllabus: A Paradigm Shift”.

The proposed Learning Outcomes based Curriculum Framework for history teaching at the
undergraduate level by the University Grants.Grants Learning and knowing may no longer be
ends in themselves but linking them linearly with their saleability in the knowledge
economy or in order to get employment is too crude for an autonomous institution in pursuit
lence. The UGC has come out with the LOCF for history, crafted by renowned
of excellence.
historians and social scientists The preamble to the LOCF opens with the prophecy that
history is “a vital source to obtain knowledge about a nation’s soul”. Thus, to begin from the
beginning, the learners are to be introduced to the ‘idea’ of ‘Bharat’ — the extent,
geography and concept of which are ar outlined by the ‘Bharatvarsha’.History
‘Bharatvarsha’. — as a
discipline and what is worth teaching as history — is a highly contested domain. History
shapes our present; those who do not learn from it are doomed. The LOCF’s emphasis is on
learning the ‘right’ history, for only this can introduce the learner to the ‘soul’ of the nation.

Session III & Session IV (14.15-17.30)

17.30)

Valedictory

38
 Prof. K. L. Verma Dr. ShailendraSaraf
Vice Chancellor Director
Pt. RSU, Raipur HRDC, Pt. RSU,
(C.G.)India Raipur (C.G.) India

Dr. ShampaChoubey Dr.BrijendraPandey

Dr.Brijendra
(Course Coordinator) Assistant Professor
Head of Department HRDC, Pt. RSU, Raipur
Raip (C.G.)
(History)
India
D.B. Girls PG College
ollege
Raipur(C.G)
India

39
 UGC-HRDC, PRSU, Raipur
Refresher Course on History
(18/10/2021 to 30/10/2021)
TIME TABLE

Session -I Session –II Session -III Session –IV

DATE
(10:30 to 12:00) (12:15 to 13:45) (14:15 to 15:45) (16:00 to 17:30)

First Week

Lecture 1 Lecture 2 Lecture 3

India’s contribution to the Untouched Aspects of Indus Power of Subconscious mind-

world of knowledge-Heritage Valley Civilization. learning from our Indian
R EGISTRATION , and legacy. History and Culture.
Day 01 Dr. Vasant Shinde
INAUGURATION
18/10/21 & Dr. Vibha Tripathi Ex Vice Chancellor Dr. B.K Shrivastava
Mon INDUCTION Dept. of Ancient Indian History Deccan University,Pune(Mh) Dr. HarisinghGour University
Banaras Hindu University(UP) Ph:91589-88893 Sagar (MP)
Ph:94533-12719 mailto:[email protected] Ph:24256-35675
mailto:[email protected] c.in mailto:[email protected]

Lecture 4 Lecture 5 Lecture 6 Lecture 7

Intangible Heritage of India The Impact of Religious Mauryan Art and Architecture. The Role of Religious Sects in
& its Sustainability. Revolution in ancient India. L Agrarian Movements of
Day 02 T U Dr. Anant Ashutosh Dwivedi T Colonial India.
19/10/21 Dr. Usha Agrawal E Dr. Archana Sharma N Director General E Dr. Sanjay Swarnkar
Tues Dept of History & Tourism A Dept of Ancient Indian History C Heritage Society ,Patna(Bihar) A Dept. of History
Govt. PG College Banaras Hindu University(UP) H Ph:77619-02685 Govt. K.R.G.P.G College
Mandsaur(MP) B Ph:91401-96887 mailto:heritagesociety.in@gmai B Gwalior(MP)
mailto:agrawalusha1@gm R mailto:[email protected] B l.com R Ph: 93011-16371
ail.com E m R E mailto:[email protected]
Lecture 8 A Lecture 9 E Lecture 10 A Lecture 11
K A K
Gandhi and his reflections Objectivity in Historiography. K Micro Teaching
Micro Teaching
with Geeta (Sr. no 1-10) (Sr. no 10-20)
Day 03 Dr Ashok Patnaik
20/10/21 Dr. B.K Shrivastava Dept of History Dr. Brijendra Pandey Dr. Brijendra Pandey
Wed Dr.HarisinghGour University Utkal University, Bhubaneswar HRDC HRDC
Sagar (MP) Ph:95562-73346 Pt. RSU, Raipur. Pt. RSU, Raipur.
Ph:24256-35675 mailto:profakpatnaikhod@g Ph:98271-59831 Ph:98271-59831
mailto:[email protected] mail.com mailto:[email protected] mailto:[email protected]
om m om
Lecture 12 Lecture 13 Lecture 14 Lecture 15

Historical Criticism. Characteristics of Indian Bharatvarsha - Avdharna, Micro Teaching

Culture Rashtrachintan and Swabodh. (Sr. no 21-30)
Dr Ashok Patnaik
Dept of History Dr. Kamlesh Sharma Dr. I.S.Vishwakarma Dr. Brijendra Pandey
Day 04 Utkal University, Dept. of History Chairman HRDC
21/10/21 Bhubaneswar VardhamanMahaveer Open U.P.Higher Education Services Pt. RSU, Raipur.
Thurs Ph:95562-73346 University Commission Ph:98271-59831
mailto:profakpatnaikhod Kota,Rajasthan 18A,Nyay Marg mailto:[email protected]
@gmail.com Ph: 94133-51569 Prayagraj(UP)-211001 om
mailto:profkamleshsharma@g Ph: 99344-00244
mail.com mailto:[email protected]
om

40
 Lecture 16 Lecture 17 Lecture 18 Lecture 19

Revolt of 1857 in Indian conceptualization of Muriya Revolt and Bhumkal Role of women in Indian
Chhattisgarh & History & Writing. Movement In Bastar. Independence.
Intellectual awakening in
Chhattisgarh. Dr. Deenabandhu Pandey Dr. K.K. Agrawal Dr.Pratibha Pandey
Day 05
Member Retd. Professor Dept of History
22/10/21 Dr. R.N.Mishra Indian Council of Social Science Dept. of History MohanlalSukhadiaUniversity,U
Friday Former HOD(History) Research Pt. Ravishankar University daipur(RJ)
Pt. Ravishankar University Ph:89014-02928 Raipur(CG) Ph:75971-90099
Raipur(CG) mailto:[email protected] Ph:98933-73345 mailto:dr_pratibha_pandey@y
Ph:98271-79479 om mailto:kishore.agrawal1955@g ahoo.com
mailto:mishraramendra89 mail.com
@mail.com
Lecture 20 Lecture 21 Lecture 22 Lecture 23

Uprising, Perspective & History of Jammu & Kashmir Values in Indian Freedom Bias in Historical Research
Understanding Of (1846-1947)-Trends in Movement
1857(historiography, facts, Historiography & Observations. Dr. Mukesh Kumar
interpretation, nature of Dr. Sanjay Kumar Dept of History
Day 06 uprising.) Dr. Sindhu Kapoor Principal Magadh University
23/10/21 Dept of History(Cultural Govt Degree College,Satpuli Bodhgaya(Bihar)
Sat Dr. Sushma Trivedi Heritage) PauriGarhwal,Uttarakhand Ph: 94302-00268
Dept. of History Cluster University Of Jammu Ph: 96396-39143 mailto:[email protected]
NavyugKanyaMahavidyalaya Ph: 94198-03710 mailto:sanjaykumarsuvan@gm
Lucknow University(UP) mailto:[email protected] ail.com
Ph: 96486-61562 m
mailto:drsushmat2014@gm
ail.com

Second Week
Lecture 24 Lecture 25 Lecture 26 Lecture 27

Contribution of Raja Ram Nation and Nationalism in AzaadiKa Amrit Mohotsav:

Mohan Roy in Social reference to India. SEMINAR Idea & Aim
Reformations in India. (Sr. no 1-10) (India’s Struggle for
Dr. Ratneshwar Mishra Independence & Cultural
Day 07 Dr. Manish Sinha Dept of History Dr. D. N. Roy Nationalism)
Dept. of History Lalit Narayan Mithila University Dept. of History
25/10/21 Bhagalpur University(Bihar)
Bodhgaya University,Bihar Darbhanga(Bihar) Dr. Om Jee Upadhyay
Mon Ph: 99344-06865 Ph: 93349-20585 Ph: 99340-07367 Director(Research &
mailto:manishsinha864@g mailto:profrmishra45@gmail. mailto:[email protected] Administration)
mail.com com m Indian Council of Historical
Research.
Ph: 94527-35221
mailto:[email protected]

Lecture 28 Lecture 29 Lecture 30 Lecture 31

SEMINAR SEMINAR Role of Subhash Chandra Bose in The concept of Indian National
(Sr. no 11-20) (Sr. no 20-30) Freedom Movement. Congress.

Dr. D. N. Roy Dr. D. N. Roy Dr. Subhash Dutt Jha Dr. Anand Burdhan
Day 08
Dept. of History Dept. of History Dept of History School of Heritage,Research&
26/10/21 Bhagalpur University(Bihar) Bhagalpur University(Bihar) Nalini Prabha Deo Prasad College Management
Tues Ph: 99340-07367 Ph: 99340-07367 Bilaspur(CG) Dr.B.R.AmbedkarUniversity,Del
mailto:dayanand.bsp@yah mailto:[email protected] Ph: 98279-62196 hi
oo.com om mailto:[email protected] Ph: 88009-45696
m mailto:researchbydranand@g
mail.com

41
 Lecture 32 Lecture 33 Lecture 34 Lecture 35

The Role of Shivaji in the Vivekananda on practical Project Presentation Project Presentation
upliftment of Hindu Culture. Vedanta, Integral Yoga, Panel Discussion Panel Discussion
Concept of Universal Religion, (Sr. no.1-10) (Sr. no.11-20)
Day 09 Dr. Anand Burdhan Philosophy of Education.
School of Dr. Hansa Vyas Dr. Hansa Vyas
27/10/21 Dept. of History Dept. of History
Heritage,Research& Dr. RajniShrivastava
Wed Management Dept of Philosophy Govt. Narmada College Govt. Narmada College
Dr.B.R.AmbedkarUniversity, Lucknow University(UP) Hosangabad(MP) Hosangabad(MP)
Delhi Ph : 98386-07000 Ph: 94253-66286 Ph: 94253-66286
Ph: 88009-45696 mailto:[email protected] mailto:[email protected] mailto:hansa.vyas@rediffmail.
mailto:researchbydranand m om com
@gmail.com

Lecture 36 Lecture 37 Lecture 38 Lecture 39

Science & Technology in Role of Swami Project Presentation

Ancient India DayanandSaraswati in the Panel Discussion
upliftment of Indian Society. (Sr. no.21-30)
Dr. Subhash Dutt Jha
Day 10 Dr. Hansa Vyas MCQs
Dept of History Dr. MeenaGour
28/10/21 Nalini Prabha Deo Prasad Dept of History Dept. of History
Thurs College MohanlalSukhadia University Govt. Narmada College
Bilaspur(CG) Udaipur(Raj) Hosangabad(MP)
Ph:98279-62196 Ph:98296-59786 Ph: 94253-66286
mailto:abhasubhash@gmail mailto:gaurmeena786@gmail. mailto:[email protected]
.com com om

Lecture 40 Lecture 41 Lecture 42 Lecture 43

Contribution of Challenging Conservation of Bharat kaItihaas, Swaraj Sacred & Profane elements in
Dr.B.R.Ambedkar in Indian temples in Chambal valley. aurSwavalamban. Ancient & Medieval Indian
Independence. Numismatics.
Padma Shri K .K. Muhammed Dr. Chandrashekhar Pran
Day 11 Dr. Deepak Gaikwad Indian Archaeologist Director(Retd.) Dr. Archana Sharma
29/10/21 Dept of History Regional Director (retd.) Nehru Yuva Kendra Sangathan Dept of Ancient Indian History
Friday SavitribaiPhuleUniversity(Pu Archaeological Survey of India. Ministry of Youth Affairs & Banaras Hindu University(UP)
ne) Ph:88868-13447 Sports Ph:91401-96887
Ph:98220-37155 mailto:[email protected] GOI mailto:[email protected]
mailto:dsgaikwad1962@gm m Ph: 84007-02128 m
ail.com mailto:[email protected]

Lecture 44 Lecture 45

Role of SardarVallabhbhai Learning Outcome Curriculum

Patel in Integration of Framework-History Syllabus: A
States. Paradigm Shift.

Day 12 Dr. Mukesh Tiwari Dr. Himanshu Chaturvedi

30/10/21 Vice Chancellor Member VALEDICTORY & CONCLUDING SESSION
Sat P.Shambhunath Shukla Indian Council of Historical
University Research, New Delhi
Shahdol(MP) Ph:94152-83447
Ph:78793-92976 mailto:h.chaturvedi111@rediff
mailto:mkhistory61@gmail. mail.com
com

42
 Refresher Course – History
(18.10.2021 to 30.10.2021)
Participants List
Course Coordinator –Dr. Shampa Choubey
Sr. Name of email Mobil No. Designation College Name of the
No. Participant affiliating
University

01. Dr. ShinjiniGan shinjinigo2903 9830466539 Assistant Vidyasagar College Calcutta University,
Choudhury @gmail.com Professor for Women, Kolkata, Kolkata, (W.B.)
(W.B.)

02. Dr. samaresh86p 09153734129 Assistant Midnapore College Vidyasagar

SamareshMondal @gmail.com Professor (Autonomous), University,
Midnapore, (W.B.) Midnapore, (W.B.)

03. Susanta Roy roy.susant85 08158933887 Assistant HingalganjMahavid West Bengal State
@gmail.com Professor yalaya, Hingalganj, University, Barasat,
North 24 Parganas, North 24 Parganas,
(W.B.) Kolkata, (W.B.)

04. JagabandhuSardar jagabandhusa 8617349134 Assistant Panchur College, University of

rdar03@gmail Professor Kolkata, (W.B,) Calcutta, Kolkata,
.com (W.B.)

05. Sk Asif Iqbal sai.india11@g 8926846129 Assistant Vivekananda University of

mail.com Professor Mahavidyalaya, Burdwan,
Burdwan, Bardhaman, (W.B.)
Bardhaman, (W.B.)

06. Dr. Naresh madavinaresh 8888282463 Assistant Post Graduate Gondwana

MadhukarMadavi @gmail.com Professor Teaching University
Department of Gadchiroli, (M.S.)
History,

07. Dr. Reena Mujalde Mujaldereena 9993855234 Assistant Govt. Mahaveer Devi
[email protected] Professor College, Petlawad, AhilyaVishwavidyal
(M.P.) aya, Indore, (M.P.)

08. Dr. Smt. Anusuiya anujogi74@g 9770583974 Assistant Govt. Hemchand Yadav
Jogi mail.com Professor DanveerTularam University, Durg,
P.G. College, Utai, (C.G.)
Dist-Durg, (C.G.)

09. Prof. Sarojini N. sarojinihosake 9611730060/ Assistant Govt. First Grade Rani Channamma
Hosakeri ri1976@gmail 8660616655 Professor College, Navanagar, University, Belagavi,
.com Bagalkot, Karnataka Karnataka

43
10. Dr. markaleanant 9623739837 Assistant Yeshwantrao Dr.
AnantDadaraoMarka @gmail.com Professor Chavan Arts, BabasahebAmbedk
le Commerce and arMarathwada
Science College, University,
Ambajogai, (M.S.) Aurangabad, (M.S.)

11. Nandkishor P. Mane nandupmane 7304904265 Assistant Post Graduate Gondwana

@gmail.com Professor Teaching University
Department of Gadchiroli, (M.S.)
History.

12. PrafulVitthalraoNan prafulnande99 9403299563 Assistant Post Graduate Gondwana

de @gmail.com Professor Teaching University
Department of Gadchiroli (M.S.)
History.

13. Anil Kumar Pardhi Anil81pardhi 9303625174 Assistant Late Shri Pt. Ravishankar
@gmail.com Professor JaidevSatpathi Govt. Shukla University,
College, Basna. Raipur, (C.G.)

Dist-
Mahasamund(C.G.)

14. Praful Manohar rajurwadep9 9689952873 Assistant RashtrasantTukdoji Gondwana

Rajurwade @gmail.com Professor College, Chimur, University
Gadchiroli, (M.S.)
Dist-
Chandrpur(M.S.)

15. Dr. chaurekishor1 9028616685 Assistant Mahatma Gondwana

KishorSheshraoCha [email protected] Professor JyotibaFuleMahavid University
ure yalaya, Ballarpur, Gadchiroli, (M.S.)
Dist-Chandrapur
(M.S.)

16. Dr. Suresh drsureshgd68 08971492204 Assistant Govt. First Grade Karnataka
Doddamani @gmail.com Professor Collage, Alnavar, University,
Dharwad Dharwad, Karnataka
(Karnataka)

17. Gyanesh Shukla gyanesh.shukl 9300305456 Assistant Badri Prasad Lodhi Pt. Ravishankar
[email protected] Professor Govt. P.G. College, Shukla University,
om Arang, Dist-Raipur Raipur, (C.G.)
(C.G.)

18. Dr. Jyoti Prabha jyotisahiba4a 9582093802 Assistant Maharani Lalit Narayan Mithila
@gmail.com Professor RameshwariMahila University,
College(M.R.M. Darbhanga, Bihar
College),
Darbhanga, Bihar

44
19. Dr. Mahendra mksarva@db 8959816062 Assistant Govt. Pt. Ravishankar
Kumar Sarva girls.org Professor DudhadhariBajrang Shukla University,
Girl's P.G. Raipur, (C.G.)
Autonomous
College, Raipur,
(C.G.)

20. Dr. Ambika Dhaka ambikadhaka 99836 54990 Assistant Maharaja Ganga Singh University, Bikaner
@gmail.com Professor (Rajasthan)

21. JoygopalSingha joygopalsingh 9832307637 Assistant GazoleMahavidyala University of Gour

[email protected] Professor ya, Gazole (W.B.) Banga, Mokdumpur,
Malda, (W.B.)

22. Dr. Biswarup Saha biswarup@pa 9775804992 Assistant JaminiMazumder University of Gour
tiramhistory.i Professor Memorial College, Banga, Malda,
n Patiram, Uttar (W.B.)
Roypur (W.B.)

23. RitabrataGoswami ritabrataswam 7001848664 Assistant Kaliachak College, University of Gour

[email protected] Professor Sultanganj, Malda, Banga, Malda,
(W.B.) (W.B.)

24. Mandakinee Dhal mandakineed 7381538173 Lecturer Nilgiri College, Fakir Mohan
[email protected] Balasore (Odisha) University, Balasore,
Odisha

25. Dr. Rishiraj Pandey dr.rishirajpan 8878172827 Assistant Govt. Gajanand Pt. Ravishankar
dey1974@gm Professor Agrawal P.G. Shukla University,
ail.com College, Bhatapara, Raipur, (C.G.)
Dist-Balodabazar,
(C.G.)
26. Nitin Pandey nitinpandey.r 9575265702 Assistant ChaiytuGayta (Alor) Shaheed Mahendra
aipur@gmail. Professor Govt. College, Karma University,
com Pharasgaon, (C.G.) Bastar, Jagdalpur,
(C.G.)
27. Subhajit Ghosh subha.sjg@g 9477483286 Assistant Plassey College, University of
mail.com Professor Plassey, Mira Bazar, Kalyani, Kalyani,
Dist-Nadia, (W.B.) Nadia, (W.B.)
28. Narayan Rao narayanraosa 8871086003 Assistant New Govt. College, SaheedNand Kumar
Sawarkar warkar@gmai Professor Nawagarh-Dist, Patel
l.com JanjgirChampa Vishwavidyalaya,
(C.G.) Raigarh, (C.G.)
29. Yogendra Kumar 1sahuyogendr 8962241406 Assistant Govt. College, Atal Bihari Vajpaiee
Sahu [email protected] Professor Fasterpur, Dist- University, Bilaspur,
Mungeli (C.G.) (C.G.)
30. Barnali Barman barnalibarma 8777789098 Assistant Dinabandhu Calcutta University,
[email protected] Professor Andrews College, Kolkata, (W.B.)
om Kolkata (W.B.)

45
 Refresher Course – History
(18.10.2021 to 30.10.2021)
Chairpersons & Reporters List
Course Coordinator –Dr. Shampa Choubey

Chairperson Reporter Chairperson Reporter

Date
1st Half 2nd Half

18.10.2021 Dr. Ajay Shankar Jagabandhu Prof. Sarojini N. Praful Manohar

Yadav Sardar Hosakeri Rajurwade
19.10.2021 Dr. Shinjini Gan S.K. Asif Iqbal Yogendra Kumar Dr. Kishor Sheshrao
Choudhury Sahu Chaure
20.10.2021 Dr. Samaresh Barnali Barman Dr. Anant Dadarao Dr. Suresh
Mondal Markale Doddamani
21.10.2021 Susanta Roy Dr. Naresh Nandkishor P. Gyanesh Shukla
Madhukar Mane
Madavi
22.10.2021 Madhab Chandra Dr. Reena Praful Vitthalrao Dr. Jyoti Prabha
Ray Mujalde Nande
23.10.2021 Barnali Barman Dr. Smt. Anil Kumar Pardhi Dr. Mahendra Kumar
Anusuiya Jogi Sarva
Sunday

25.10.2021 Dr. Ambika Nitin Pandey Narayan Rao Dr. Anant Dadarao
Dhaka Sawarkar Markale
26.10.2021 Joygopal Singha Subhajit Ghosh Gyanesh Shukla Nandkishor P. Mane

27.10.2021 Dr. Biswarup Saha Dr. Ajay Shankar Dr. Jyoti Prabha Praful Vitthalrao
Yadav Nande
28.10.2021 Ritabrata Dr. Shinjini Gan Dr. Mahendra Anil Kumar Pardhi
Goswami Choudhury Kumar Sarva
29.10.2021 Mandakinee Dhal Dr. Samaresh Praful Manohar Prof. Sarojini N.
Mondal Rajurwade Hosakeri
30.10.2021 Dr. Rishiraj Susanta Roy Dr. Kishor Sheshrao Yogendra Kumar
Pandey Chaure

46
States wise Participants Chhattisgarh - 8

west Bengal – 10

Madhya Pradesh - 3

Maharashtra - 6

Karnataka-2

Bihar-1

Odisha-1

Rajasthan-1

47