Spring 2006 Prof. R. Love

Lectures: Tues. and Thurs., 11:00 am - 12:15 pm, Pafford 208

Office Hours: Tues. and Thurs., 10:00 am – 11:00 am, 1:00 – 3:00 pm, TLC 3217, and by appointment

Phone Number: (678) 839-6039

REQUIRED TEXTS:

Connelly, The French Revolution and Napoleonic Era

Burke, Reflections on the Revolution in France

Beaumarchais, The Barber of Seville and the Marriage of Figaro

Palmer, Twelve Who Ruled

France, The Gods Will Have Blood

Von Clausewitz, The Campaign of 1812

The late eighteenth century to the fall of Napoleon in 1815 was a time of exciting social, political, economic, military, intellectual and scientific change. It was dominated, of course, by the outbreak of Revolution in France in 1789, followed by years of turmoil, warfare and imperial rule. Obviously, an undergraduate course must try to touch upon all of these issues, but limited time dictates that only certain topics can be considered at any length, while others can only be dealt with cursorily. Whenever possible, student interests, questions and problems will be the main determinants of which topics will be considered in great detail, and which ones will be addressed only briefly. To avoid false assumptions, let it be noted that this is not a course just in the French Revolution, but includes much material devoted to the Ancien RJgime as it drew slowly (but not inevitably) to its close. By the same token, the pivotal events after 1789 will not be presented simply as a stage for the rise of Bonaparte, whose reign will be treated as ancillary, not primary in this course. The ferment of the late eighteenth century, culminating in 1815, includes all of these things and much more. Both unique and interesting for its own sake, the period from roughly 1763 to 1815 still offers perspectives and insights useful for a better understanding of the ferment of our own times. Of necessity, France will take the focus of the class, although conditions in other European kingdoms will be touched upon as required.

LEARNING OUTCOMES: The advantages to graduate students in this kind of course are sixfold:

First, they will learn a great deal about the late 18^th and early 19^th centuries, a period of time that contributed much to the formation of the modern world and the development of Western culture in a wide range of categories: politics, society, economics, religion, warfare, government and thought.

Second, they will develop critical skills of analysis, reasoning and expression (both verbal and written) which—apart from helping them to master the substantive aspects of this course—will provide them with useful skills at the end of the day that can be applied in practical ways. This will give them a legitimate retort when people (parents or peers) ask contemptuously what they are going to “do” with “history.”

Third, they get their –or someone’s—money’s worth out of this course.

Fourth, they will develop an understanding of how this period of great ferment helped to mould the modern world in which they live, and to divest them of any sense of historical events unfolding as inevitable consequences. For nothing in history is inevitable. This is the ultimate historical truth.

Fifth, they will gain practical experience in teaching, leadership and public speaking based upon the primary sources assigned to the class and lecturing.

Sixth, they will learn to conduct themselves at a higher standard of research and writing expected of students at the graduate level.

These objectives will be met by various means: engendering critical thinking through the analysis of contemporary sources and documents; presenting history as an account of the human past by scrutinizing the significant role of individuals who imposed their personality on the larger context; leading discussions in class among the undergraduates based upon the primary readings assigned to the class; presenting a lecture on subject matter germane to the course; and exploding the myth of inevitability by demonstrating the importance of contingencies within history as men and women in positions of power made choices according to personal perspectives.

Generally, the course will proceed in a chronological pattern, though some thematic considerations will cross such simple lines. Class time will be devoted primarily to lectures, but consideration will also be given to the primary texts. Student participation is encouraged at all times, therefore, particularly in class discussions of assigned readings, questions arising from lectures and even essays the students are developing. Naturally, this aspect of the course depends upon student effort and willingness.

STUDENT RESPONSIBILITIES:

One mid-term exam of 75 minutes’ duration, to be written in class on Thursday, 2 March (unless otherwise changed). This exam is worth 15% of the final grade and will cover the first half of the course material.

A final exam to be written on Tuesday, 9 May at 11:00am-1:00 pm. This exam is worth 15% of the final grade and will cover the second half of the course material. It is neither cumulative nor comprehensive in scope, though a question may ask students to consider a broad theme covered by the course.

NOTE: Both exams will be based upon a combination of readings, lectures and discussions. The student who relies only upon lectures or only upon readings will not do well. Hence, regular attendance at class is essential. Students are expected also to read the Connelly and Palmer texts at their own pace; assigned pages will not be given out.

Two formal research essays of 15 pages in length, due in class (not by email) on Thursday, 16 February, and Thursday, 6 April, respectively. Each is worth 30% of the final grade. The essays will address a subject related to the Old Regime, the French Revolution and/or Napoleon (e.g., political, social, military, economic, intellectual, etc.) and, where possible, they are to include research in primary sources. One essay must address the pre-1789 period; the second essay must address the post-1789 period. Otherwise, the topic of both papers is left to the student’s choice in consultation with the instructor, in order to ensure its feasibility.

Participation, worth 10% of the final grade which, in this case, means leading one or more class discussions on the assigned primary readings. The choice of the book(s) will be arranged with the instructor and the discussion will occur at a designated class time during the semester. Students are expected to be fully prepared and to conduct themselves in a professional manner.

The research essays are to be type-written in standard, grammatical English on 8 ½” by 11” paper, and to use acceptable forms of academic apparatus (i.e., citation of sources, etc.). So be careful to revise and proofread your work before final submission to correct needless typographical or spelling errors and other silly mistakes. Failure to do so will have a direct impact on the paper grade. Also, students should consult with the instructor in developing their essays. Writing is lonely work, but it need not be isolated work. Help also may be sought in the Writing Centre. PLAGIARISM—defined as presenting another author’s thoughts, writings and discoveries as one’s own, without appropriate credit or citation—will result in immediate failure for the paper and possibly the course, as well as further disciplinary action.

A Word About Deadlines: Much of the value of the preparation of an essay is lost if there is not time for careful criticism and consideration of the criticism before the next written assignment is due. Hence, students should strive to submit their essays on time. Such papers will receive a thorough written critique with marginal comments. Late papers, on the other hand, will have an automatic extension of one week without penalty to the grade, but they will be returned with a mark only, minus marginal comments and a critique. Finally, any papers submitted after the extended deadline will lose a full grade. NO PAPERS WILL BE ACCEPTED AFTER THE LAST DAY OF CLASS AT THE END OF THE TERM.

COURSE GRADES:

Mid-term exam 15%

Final exam 15%

Research Essay 1 30%

Research Essay 2 30%

Participation/Lecture 10%

100%

The foregoing is a rough profile of the composition of student grades for the course—it is not to be regarded as a rigid framework. If a student starts off poorly and improves, that will be taken into account. If a student goes straight downhill after a brilliant beginning, well…, that also will have to be considered.

BETWEEN ME AND THEE: My office door is open to students. If you want to stop by to chat about the course, please do. If you want to drop in just to chat, do that also. Above all, should you have any difficulties in understanding the course material, whether from the readings or lectures, by all means see me. If you are having problems, it is best to get a drop on them early instead of when it becomes too late.

GOOD LUCK, AND ENJOY THE COURSE!