France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Sources (HIH3013)
|Staff||Dr Alex Fairfax-Cholmeley - Convenor|
|Pre-requisites||At least 90 credits of History at Level 1 and/or Level 2|
|Co-requisites||Reform, Revolution and Counter-Revolution: France and Empire, 1756-1830. Context|
|Duration of Module||Term 1: 11 weeks; Term 2: 11 weeks;|
This module will give you the opportunity to track and interrogate France’s domestic journey through reform, revolution and counter-revolution between 1756 and 1830. These developments will be set alongside the related tensions and opportunities brought about by France’s involvement in a global system of imperial expansion, exploitation and confrontation. You will be encouraged to integrate colonial perspectives on France’s journey through Revolution, in particular through study of Saint-Domingue’s contemporaneous change from slave plantation into the independent nation of Haiti. You will also be asked to study a range of other international reactions to – and influences on – France’s development between 1756 and 1830, especially the roles played by America and Britain.
A wide range of sources are available for this purpose, including memoirs and diaries, correspondence, printed pamphlets, political speeches, caricatures and other images, legal records and newspapers. The module encourages you to evaluate and compare the reliability and value of such sources, and to set them analytically within the broader context provided by this module’s co-requisite. You will also use these sources to develop their own personal engagement with the historiography of the period.
ILO: Module-specific skills
- 1. Have a detailed knowledge of the different sources for the study of reform, revolution and counter-revolution in France between 1756 and 1830 (including both domestic and international perspectives), together with a very close specialist knowledge of those sources which the students focus upon in their seminar presentations and written work.
- 2. Analyse the complex diversity of the sources studied.
ILO: Discipline-specific skills
- 3. Analyse closely original sources and to assess their reliability as historical evidence. Focus on and comprehend complex texts.
- 4. Understand and deploy relevant historical terminology in a comprehensible manner.
- 5. Follow the changing causes of and responses to reform, revolution and counter-revolution across French domestic and colonial society, and in comparison with reaction from beyond Frances borders.
ILO: Personal and key skills
- 6. Independently and autonomously study and also work within a group, including presentation of material for group discussion, developed through the mode of learning.
- 7. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment
- 8. Present complex arguments orally
The following list is indicative of the range of topics covered in this module:
-Revolutionary origins: Enlightened reform, public opinion and cultural revolution
-France’s transatlantic links with the Caribbean, America and Britain
-America: an eighteenth-century model for Revolution?
-Elite and popular revolution in France in 1789
-The French Terror (1793-1794)
-The Haitian Revolution (1791-1804) and France’s colonial legacy in the Caribbean
-Domestic and international counter-revolution
-British reaction to the French Revolution and Napoleon
-Legal revolutions, including the 1791 Penal Code and the 1804 Napoleonic Code
-Republicanism in Restoration-era France, 1815-1830
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||44||22 x 2 hour seminars|
|Guided Independent Study||256||Reading and preparation for seminars, coursework and presentations|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Seminar discussion||Ongoing through course||1-6. 8||Oral from tutor and fellow students|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Portfolio||70||2 assignments totalling 4,000 words||1-7||Verbal and Written|
|Individual Presentation||30||20-30 minutes||1-8||Verbal and Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Presentation||Written transcript of 20 minute presentation||1-8||Referral/Deferral|
The re-assessment consists of a 4,000 word portfolio of source work, as in the original assessment, but replaces the individual presentation with a written script that could be delivered in such a presentation and which is the equivalent of 20 minutes of speech.
Indicative learning resources - Basic reading
Published primary sources – Indicative Examples:
Laura Mason and Tracey Rizzo eds., The French Revolution: A Document Collection (1998)
Lynn Hunt, The French Revolution and Human Rights: A Brief Documentary History (1996)
Michael Walzer ed., Regicide and Revolution: Speeches at the Trial of Louis XVI (1974)
Edmund Burke, Reflections on the Revolution in France (1790)
Eric Foner, Voices of Freedom: A Documentary History. Volume 1 (2010)
Karina Williamson ed., Contrary Voices: Representations of West Indian Slavery, 1657-1834 (2008)
Jeremy D. Popkin, Facing Racial Revolution: Eyewitness Accounts of the Haitian Insurrection (2007)
Georges Pernoud and Sabine Flaissier eds., The French Revolution (1961) (document collection)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Web based resources – indicative examples:
The Encyclopedia of Diderot and d’Alembert. Collaborative Translation Project: https://quod.lib.umich.edu/d/did/
Eighteenth-Century Collection Online [ECCO]
Liberty, Equality, Fraternity: Exploring the French Revolution: http://chnm.gmu.edu/revolution/
Prints from the Curzon Collection: Images of Napoleon: https://tinyurl.com/kv6cf8
A Colony in Crisis: The Saint-Domingue Grain Shortage of 1789: https://colonyincrisis.lib.umd.edu/
Haiti: An Island Luminous: http://islandluminous.fiu.edu/
Available as distance learning?
Last revision date
Key words search
French Revolution; Napoleon; Saint-Domingue; Haitian Revolution