352. Europe: French Revolution and Napoleonic Era, credits. An engaging course that serves as an admirable vehicle with which to observe

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1 352. Europe: French Revolution and Napoleonic Era, credits. An engaging course that serves as an admirable vehicle with which to observe human nature at its best and worst, as people responded to unprecedented and unexpected problems and opportunities. Neither Europe nor the world were the same after this classic revolution and studying it compels a conclusion on how revolutions begin and, once begun, whether they move under their own momentum from moderation to excess to reaction.

2 Dr. Iseminger History 352 Fall 2 Office: M221C French Revolution and Napoleon Hours: T/Th 11:00 a.m. and by appointment TEXT: Owen Connelly, The French Revolution and Napoleonic Era. John Hall Stewart, A Documentary Survey of the French Revolution; Charles Dickens, A Tale of Two Cities; Frank A. Kafker and James M. Laux, eds., The French Revolution: Conflicting Interpretations; and J. Christopher Herold, The Mind of Napoleon are on reserve at the circulation desk in Chester Fritz Library. Students are advised to make extensive use of these books during the course of the semester. On all exams and in all written assignments, the instructor will look to see whether students have acted on this advice. READINGS: Understanding, interpreting, and appreciating the past are difficult tasks, tasks that can be accomplished in part by extensive, careful reading in an intelligent selection of a variety of materials. Students are reminded that they are responsible for the period covered in the course, but they will be asked to read three specific kinds of books: a novel written on the period (Charles Dickens, A Tale of Two Cities); a biography of a person prominent in the period; and a monograph on an issue, event, movement, or topic figuring significantly in the period. Reviews of three to five pages will be required on each book and they are due no later than December 6, Altogether, acceptable reviews will count one-sixth of the student s semester grade. Suggestions for writing book reviews are included in the syllabus. After choosing the books, but before reading them, the student MUST (please be reminded that this is a part of the assignment) submit to the instructor a one-page essay, explaining how and why the books were chosen and how reading them is expected to contribute to the student s understanding of the period. The instructor is willing to read first drafts and to offer suggestions on how students might improve their reviews. WRITTEN ASSIGNMENT: A commentary on the French Revolution and Napoleonic period may be summarized in the following statement by Napoleon Bonaparte during the Consulate ( ): We have finished with the romance of the Revolution, we must now begin its history. We must see what was real and politically possible in its principles, instead of grasping at their speculative and hypothetical side. Each student will prepare a page paper on the theme or thesis suggested by Napoleon s statement. For example, which institutions proposed during the Revolution were romantic, speculative, or hypothetical, that is, impractical and unworkable? What attempts were made to implement the institutions and, if they failed, why did they fail? Which institutions were real or politically possible, that is, practical and workable? How did Napoleon demonstrate that the institutions were practical and workable? How did he make the institutions work? What conditions or circumstances allowed (or necessitated) the implementation of the institutions? Rather than being a matter-of-fact, detailed, and factual research paper, the paper should be an interpretative essay. Thesis, content, and approach, will be limited only by the student's ability and imagination. Some attention must be paid to the thought that lay behind the proposed institutions, the circumstances in which the institutions were proposed, and the institutions importance and their relation to the period

3 (perhaps after). But, above all, the paper must be creative and demonstrate the student's understanding of the period, the intent of the proposer, and the sentiment of the times. In short, the paper will be a reflection of the student's ability to empathize with the period and the people living in it. Those students who are willing to expend the time and effort demanded by this assignment will find the results rewarding. The instructor is willing to read first drafts and to offer suggestions on how students might improve their essays.

4 Students MUST (the word is spelled M U S T and carries the implication that students would be well advised to heed the admonition) consult with the instructor before doing extensive work on their essays and also as they are doing the research and writing. Papers should be typed (preferably) or written neatly in ink. They will be graded on originality, intelligent use of sources, and skillfulness in presenting the material. An acceptable style sheet, e.g. Kate Turabian, A Manual for Writers..., must be followed when preparing the essay. Papers are due December 6, A student who has not submitted an acceptable written assignment may not be allowed to take the final exam. Acceptable essays will count one-sixth of the student's semester grade. EXAMS: Two essay exams covering the material in the texts, outside readings, lectures, and class discussions will be given during the semester. The first exam will be given following the discussion on topic 14. The second exam will be given following the discussion on topic 33. Each of these exams will count onesixth of the student's semester grade. The two-hour final essay exam will be given at 8:00 a.m., Tuesday, December 14, The first part will cover topics and the second part will cover the entire semester. The final exam will count two-sixths of the student's semester grade. Exams must be written in ink, in exam booklets provided by the student. Those students desiring to do so may come early on exam days so as to have more time during which to write. NOTE I: Those students taking this course for graduate credit will be required to complete assignments in addition to those listed in the syllabus (a project roughly equivalent to the readings or written assignment) and they will be held to higher standards of accomplishment than those enrolled for undergraduate credit. Please see the instructor for suggestions and advice. NOTE II: Those students requiring disability accomodations are advised to speak with the instructor.

5 LECTURES: Lectures will be devoted to specific topics and will not constitute a comprehensive, chronological survey of the period. The following are possible (and quite probable) lecture topics, but the instructor does not consider himself bound to them and will exercise his options of deletion and substitution whenever whim, expediency, or necessity dictates. Lecture 1 Lecture 2 Lecture 3 Lecture 4 Lecture 5 Lecture 6 Lecture 7 Lecture 8 Lecture 9 Lecture 10 Lecture 11 Lecture 12 Lecture 13 Lecture 14 Introduction Background: The Ancien Regime Absolute Monarchy Society in the Ancien Regime War, Finance, and National Bankruptcy State Relations Attitude of Ancien Regime to Revolution and Monarchy Enlightenment Philosophes Enlightened Despotism Reason and the Economy Natural Law and Political Theory Impact and Influence of the Philosophes Weakness in the Old Regime EXAM #1 Lecture 15 The Aristocratic Revolution Lecture 16 Calling the Estates General Lecture 17 Elections to Estates General and Cahiers Lecture 18 Estates General Lecture 19 Storming the Bastille--July Days Lecture 20 The Great Fear Lecture 21 The Night of August 4-5 Lecture 22 Declaration of the Rights of Man Lecture 23 October Days Lecture 24 Civil Constitution of the Clergy Lecture 25 Flight to Varennes Lecture 26 War and the End of the Legislative Assembly Lecture 27 Rule of the Moderates Lecture 28 Accession of the Extremists Lecture 29 National Convention Lecture 30 The Terror Lecture 31 Thermidorian Reaction Lecture 32 The Directory Lecture 33 Conclusions on the Revolution EXAM #2 Lecture 34 Lecture 35 Lecture 36 Lecture 37 Lecture 38 Lecture 39 Lecture 40 Napoleon Napoleon and Fate/Destiny Napoleon as Law-giver Napoleon as Heir of the Revolution Napoleon: Military Genius or Revolutionary General? Napoleon: Map-changer or Guardian of Natural Frontiers? The Napoleonic Legend

6 Reading suggestions for Enlightenment, French Revolution, and Napoleon R.R. Palmer, The Age of the Democratic Revolution, two volumes George Duruy, Memoirs of Barras, four volumes. DC 146 B3 A2 Carl L. Becker, The Heavenly City of the Eighteenth-Century Philosophers J.M. Thompson, Leaders of the French Revolution. DC 145 TS 1948 Leo Gershoy, From Despotism to Revolution, Lord Acton, Lectures on the French Revolution. DC 143 A C.B.A. Behrens, Ancien Regime. DC 131 B Frank A. Kafker, The French Revolution: Conflicting Interpretations. DC 142 F C.B.A. Behrens, Society, Government and the Enlightenment. DC 131 B Beatrice Hyslop, A Guide to the General Cahiers of DC A5 H Louis Gottschalk, Era of the French Revolution, DC 131 G6 Stanley, Loomis, Du Barry, A Biography. DC 135 D8 L6 Nancy Mitford, Madame Pompadour. DC 135 P8 M Vincent Cronin, Louis and Antoinette. DC 137 C Stefan Zweig, Marie Antoinette. DC Z82 Saul, Padover, The Life and Death of Louis XVI. DC 137 P12 Bernard Fay, The Revolutionary Spirit in France and America. DC 138 F32 Jean Egret, The French Prerevolution, DC 138 E3613 Douglas Dakin, Turgot and the Ancien Regime in France. DC T9 D Claude Manceron, Twilight of the Old Order, DC 145 M Vol. 1 Biographies of: Madame Roland Madame de Stael Danton Charlotte Corday Mirabeau Robespierre Lafayette Napoleon and His Relatives Talleyrand