Seminar in the French Revolution and the Napoleonic Era

HIST 4370

Dr. Dean T. Ferguson

Office:  Rhode 263

Office Hours:  M-F  11:00--12:00 

                         MWF  1:00-2:00

                         Tu/Th  2:30--3:30

            (or by appointment)

Phone: 593-4106

e-mail:  kfdtf00@tamuk.edu

Course Description

From the French Revolution to the present the events which began in 1789 have had a privileged place on the historical landscape.  The French Revolution marks a watershed in the history of western if not world civilization.  Moderns the world over have since July 14, 1789  looked through the prism of the French Revolution to explain their own history.   Much of our political discourse is flavored by terms defined in the cauldron of the revolutionary movement that swept France and later Europe in 1789.  What would our world be like without political parties, ideologies, dictators, mass movements, the political positions of left and right?  Indeed, modern political culture owes a great deal to the events of the revolutionary decades.  The initial objective of this course, though by no means its most important, is to develop a strong foundation of knowledge and understanding of the period 1750-1815 in French and European history.  In addition, this course will also employ the historical moment of the French Revolution to test theories about revolutionary change, and to examine the effects of the revolution on private life, the family,  sexual mores and gender relationships, among other topics.  Finally, we will examine the biography of Napoleon and his impact on French and European culture.

As a topics course this class also serves as an opportunity to develop research and writing skills necessary in the advanced undergraduate history student.  As a result, within the parameters of TAMUK's resources we in this class will endeavor to develop a substantial research paper around the subject of the French Revolutionary period (to 1815) as it has been treated in pedagogical, juvenile, and adolescent literature.  The research and writing aim of the course therefore will correspond with the development of a mature understanding of the period, but will also require that each of you think deeply about the ways in which the Napoleon and the French Revolution have been remembered in the classrooms of this country.  

Required Texts

Jeremy Popkin,  A Short History of the French Revolution

Lynn A. Hunt, The Family Romance of the French Revolution

Frank Kafker and James Laux, Napoleon and His Times

Recommended Texts

R. R. Palmer, Twelve Who Ruled

David P. Kennedy, The King's Trial

Graduate Course Requirements

Undergraduate Course Requirements 

Mid-Term Exam

Rather than a Mid-term and a final, this class will have only one exam, combining short answer identification questions and a number of short essays.  The exam will be designed to test the foundations of your knowledge of the chronology, concepts, and figures of the French Revolutionary era extending to 1815.   A study guide will be provided but you should expect a comprehensive test of your basic understanding of the period.    

Book Review

Writing a book review is one of the most frequently assigned history assignments.  Writing an analytical book review perhaps better than any other exercise forces the reader to truly understand the arguments made by the author of any historical monograph.  Having to analyze another's arguments will help you better develop your own. For this reason each of you will write one analytical book review of  Lynn Hunt's The Family Romance of the French Revolution.  We will spend some time discussing Hunt's interesting argument before the paper is completed.  See the Course Calendar for due dates.  For assistance in writing a book review, see the guidelines suggested in Writing an Analytical Book Review.   You may also choose to write on another book, either from the recommended texts, or (with the professor's approval) one of your own selection, as a substitute for your grade in this first effort.   

Research Project

As a crucial topics course (following the department’s new curriculum design) this intensive seminar is to “culminate in the production of a significant research paper.” [TAMUK Catalog 2002-2004]  In fulfilling the research project, you will develop a research program, follow it through, and present your findings in written and oral forms.  The research component of this course will help you develop both the individual and collaborative skills of the professional historian.  The great hope is that each of you will have a paper of such high standards that it might be eligible for presentation at either a Phi Alpha Theta conference or another professional meeting. 

PROJECT LINKS

PROJECT GUIDELINES AND DEADLINES

DEVELOPING A RESEARCH BIBLIOGRAPHY

SELECT SCHOLARLY BIBLIOGRAPHY 

SELECT BIBLIOGRAPHY--CHILDREN'S LITERATURE

WEB SITES OF INTEREST

RUBRICS

POLICY ON PLAGIARISM AND/OR ACADEMIC MISCONDUCT

Since the value of an academic degree depends on the absolute integrity of the work done by the student for that degree, it is imperative that a student maintain a high standard of individual honor in scholastic work. Academic misconduct is submitting, as one's own work, material that is not one's own. As a general rule, it involves one of the following:

1. Plagiarizing or submitting academic work for credit that includes examinations, themes, reports, drawings, laboratory notes, computer-processed materials, published or unpublished material copied or paraphrased without documentation or citation;
2. Fabricating information to falsify results obtained from research or laboratory experiments; falsifying written and/or oral presentations including the results of research or laboratory experiments;
3. Cheating or knowingly assisting another student in committing an act of cheating or other form of academic dishonesty;
4. Having unauthorized possession of examinations, reserved library materials, laboratory materials, or other course related materials;
5. Unauthorized changing of grades on an examination, in an instructor's grade book, or on a grade report; falsification of student transcript or other academic records; or unauthorized access to academic computer records;
6. Nondisclosure or misrepresentation in filling out applications or other university records in, or for, academic departments or colleges;
7. Attempting, aiding, abetting, conspiring, hiring, or being an accessory to any act prohibited in the Student Code of Conduct.

University policy on academic misconduct states that when the evidence is indisputable, you will receive a grade of F on the particular paper or test, or grade of F for the entire course.  In this course, the latter sanction will follow. For the university policy in its entirety, see the following web site.  

UNIVERSITY POLICY ON ACADEMIC MISCONDUCT

Participation

In a seminar course, discussion and class participation is required for the class to succeed.  Everyone is expected to come to class having read the core readings and any other readings assigned.  Everyone is expected to partake knowledgeably in the discussion surrounding primary and secondary texts.  To determine the component of your grade based on participation, it will be up to the professor’s discretion to evaluate and take into consideration the quantity and quality of your interaction with fellow classmates and with the assigned texts when developing your final course grade.  The point here is read and discuss effectively.  Don’t rely on others, either fellow students or the professor, to carry the weight.  This will require that you not only read but come to class with notes, prepared to discuss each reading to its fullest. 

GRADING

Final grades will be based on the papers and exams, calculated as  follows:

Grading

Though TAMUK at present issues letter grades (without intermediate grading) in this class we will use intermediate grading on exams and other written work.  The following scale will be employed: 

A..............   4.0                                                      C............   2.0

A-.............   3.7                                                      C-...........   1.7

B+............   3.3                                                       D+..........   1.3

B..............   3.0                                                       D............   1.0

B-.............   2.7                                                       D-..........      .7

                C+............   2.3                                                       F............ below .7

  COURSE SCHEDULE

STUDENTS WITH DISABILITIES

Students with disabilities, including learning disabilities, who wish to request accommodations in this class, should notify the Services for Students with Disabilities Office (S.S.D.) early in the semester so that the appropriate arrangements may be made.  In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the S.S.D. assistant coordinator.  For more information, call (361) 593-3024 or visit Life Services and Wellness, Room 125.