France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Context (HIH3014)
|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. Sources|
|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. This timeframe will allow you to analyse the origins and fractious early development of core elements within France’s modern identity, including revolutionary ideologies, secularization, republican politics, citizenship and democracy, and the contested limits of state authority. You will be asked to analyse not only the origins and course of this Revolution, but also the country’s complex transition to a post-revolutionary society – first during the Napoleonic Empire and then with the Bourbon Restoration of 1815-1830. The module will set this complex domestic history 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.
ILO: Module-specific skills
- 1. Evaluate the different complex themes in the history of France and Empire between 1756 and 1830, incorporating the shifting dynamics of reform, revolution and counter-revolution.
- 2. Make close specialist evaluation of the key developments within the period, developed through independent study and seminar work.
ILO: Discipline-specific skills
- 3. Analyse the key developments within Frances domestic and imperial trajectory from Enlightenment-era reform through revolutionary upheaval and on to the search for a stable, post-revolutionary society
- 4. Focus on and comprehend complex issues.
- 5. Understand and deploy relevant historical terminology in a comprehensible manner.
- 6. 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
- 7. Independently and autonomously study as well as work within a group, including presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment
- 9. 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 2hour 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||1-7. 9||Verbal 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|
|Essay||25||3,000 words||1-8||Verbal and Written|
|Essay||25||3,000 words||1-8||Verbal and Written|
|Unseen exam||50||2 questions in 2 hours||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|
|Two essays||Two essays||1-8||Referral/Deferral period|
|Unseen exam||Unseen exam||1-8||Referral/Deferral period|
Indicative learning resources - Basic reading
Colin Jones and Dror Wahrman eds., The Age of Cultural Revolutions: Britain and France, 1750-1820 (2002)
Roger Chartier, The Cultural Origins of the French Revolution (1991)
William Doyle, The Oxford History of the French Revolution. 2nd edition (2002)
Donald M.G. Sutherland, France, 1789-1815: Revolution and Counterrevolution (1985)
Charles Walton, Policing Public Opinion in the French Revolution (2009)
Hugh Gough, The Terror in the French Revolution (1998)
Marisa Linton, Choosing Terror: Virtue, Friendship, and Authenticity in the French Revolution (2013)
Jeremy D. Popkin, You are all Free: the Haitian Revolution and the Abolition of Slavery (2010)
Philippe Girard, The Slaves who defeated Napoleon: Toussaint Louverture and the Haitian War of Independence (2011)
Michael Broers, Napoleon’s Other War: Bandits, Rebels and their Pursuers in the Age of Revolutions (2010)
Sarah Horowitz, Friendship and Politics in Post-Revolutionary France (2014)
Pamela Pilbeam, Republicanism in Nineteenth-Century France, 1814-1871 (1995)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Liberty, Equality, Fraternity: Exploring the French Revolution: http://chnm.gmu.edu/revolution/
Haiti: An Island Luminous: http://dloc.com/exhibits/islandluminous
Available as distance learning?
Last revision date
Key words search
French Revolution; Napoleon; Saint-Domingue; Haitian Revolution