Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
History 114
The French Revolution and Napoleon
Professor Hugh Dubrulle
Department of History
Class Time
MWF 130 PM-220 PM
Classroom
LL4 Alumni Hall
Office Hours
MWF 1100 AM-1200 PM
and by appointment
hdubrullanselmedu
Phone
(603) 641-7048
Canvas
httpscanvasanselmedu
Course Website
httpshistory114french
revolutionandnapoleon
wordpresscomhome
Course Goals and Themes
What This Course is about
The French Revolution is one of the most important events of the modern age largely be-
cause it helped usher in that age In France the years between 1789 and 1815 witnessed the
first modern revolution the first attempt to institute a modern democratic republic on a large
scale the first modern military dictatorship and the first practitioner of modern war As we
shall see events in France had a global impact partly because French armies carried the spirit
of the revolution wherever they went partly because political developments among the impe-
rial powers of Europe could not help but affect other parts of the world and partly because
the revolution captured the imagination of people everywhere Since 1789 the French Revo-
lution has been the inspiration of revolutionaries from Marx to Mao and the bugbear of con-
servatives from Burke to Buckley
Themes of the Course
This course will pursue several themes The first is the French Revolution as a portal to the
modern world That includes recognizing the appearance of the individual as an actor with
political rights the attempt to implement equality the emergence of popular sovereignty the
expansion of state power the emphasis on the nation as the focus of public loyalty and so
on Second we will come to grips with why the revolution proved to be an uncontrollable
political event In other words we will try to explain step by step how each development in
the revolution led to the next while recognizing the degree of contingency involved in the
chain of events
Learning Outcomes
The course fulfills two core requirements historical reasoning and citizenship
So far as historical reasoning is concerned by the end of this course you should be able to complete the following tasks
ldquoIt was the best of times it was the worst of times it was the age of wisdom it was the age of foolishness it was the epoch
of belief it was the epoch of incredulity it was the season of Light it was the season of Darkness it was the spring of hope it
was the winter of despair we had everything before us we had nothing before us we were all going direct to Heaven we
were all going direct the other wayrdquo
Charles Dickens A Tale of Two Cities (1859)
Franccedilois Geacuterard The 10th of August 1792 (1794)
explain how the French Revolution was characterized by change and continuity
recall key dates names events and dominant themes associated with the French Revolution
evaluate analyze and comprehend primary source evidence about the French Revolution within its historical context
recognize the complex process of constructing the French Revolutionrsquos history from a fragmentary historical record and how the
interpretation of this event has changed over time
understand the distinct perspectives and values of different groups that emerged during the French Revolution and their con-
nections to the present as well as the difference between them and present-day societies
As for citizenship by the end of this course you should be able to complete the following tasks
demonstrate a basic knowledge of different definitions of citizenship
recognize how context shapes enables and constrains citizenship
articulate clearly a personal understanding of citizenship and the assumptions on which it is based
recognize and reflect upon the ramifications of lived citizenship for themselves other individuals and communities
We will achieve these outcomes in a number of ways classroom discussion class exercises homework assignments readings with
their corresponding quizzes essays and examinations
Course Goals
Learning outcomes are not just about course designations and fulfilling core requirements they also give you an idea of what you
ought to learn from a course of this sort Unfortunately they are a bit generic and boilerplate so let me tell you in my own words
what I hope you learn in this class
The first goal is a discipline-specific one I want you to learn how historians think In a prominent 2007 article Thomas Andrews and
Flannery Burke have observed that historians traditionally tend to stress the ldquofive Crsquos of historical thinkingrdquo change over time causali-
ty context complexity and contingency Irsquod like you to understand these five Crsquos and how they apply to the French Revolution
The second goal is also discipline-specific in an educational system that tends to stress skills at the expense of knowledge I would
like you to know something about the French Revolution which is one of the most important events of the modern age Yoursquove heard
of phrases like ldquoThe Terrorrdquo you know of events like the storming of the Bastille and you can picture the guillotine but what are these
things and what is their significance
The third goals sits somewhere between a discipline-specific and a mega-cognitive goal I would like you to obtain a political educa-
tion through your study of the French Revolution While it had important social economic and cultural causes and consequences the
French Revolution was at its heart a political event In about ten years France passed from an absolute monarchy to a mixed consti-
tution to a democratic republic to an oligarchic republic to a dictatorship How these regimes came to be how they functioned and
how they related to their subjectscitizens have the potential to teach us a great deal about politics in general and how it works
The fourth goal is a mega-cognitive one I would like this class to further your general education by giving you an opportunity to de-
velop skills you will need no matter what you end up doing for a living These include learning how to read critically synthesize infor-
mation cogitate deeply and articulate your thoughts
Who I am and Why I Teach This Course
I received my BA in History from Pomona College and my MA and PhD
in History from the University of California Santa Barbara I was a visiting
assistant professor at the University of Oregon and then the University of
Puget Sound before arriving at Saint Anselm College where Irsquove taught in
the History Department for 18 years
I fell into teaching history because from an early age I found the subject
fascinating It is full of amazing events and intriguing personalities The
drama of the past makes for all kinds of wonderful narratives And as you
shall see no event in history beats the French Revolution for drama
Thatrsquos one of the reasons I love this class My family is French and
through genealogical research we have discovered a multitude of stories
about the revolution that involved our ancestors a poor windmill worker
from Arras whose name appeared on the same parish baptismal record as
Maximilien Robespierre a priest who was forced to abandon his calling
and marry a nun by revolutionary authorities an architect from Lille
Professor Dubrulle at The Foundry Manchester NH
who built a number of structures in that city including a bridge to commemorate Napoleonrsquos visit in
1811 and a young soldier who fought in the Marins de la Garde Imperiale and was mortally wound-
ed at the Siege of Torgau in 1813 during Napoleonrsquos German campaign (see image to the right for
the uniform of this elite unit)
Yet as I grew older I also came to realize that history was not just a collection of great stories it also helped explain the world A serious study of history not only clarifies why the world is the way it is today but also allows us see the workings of human nature and develop our judgment of people places and things In other words history is an anthropological discipline of the utmost importance As J R Seeley an incredibly influential British historian who lived during the 19th century once wrote history is the most ldquointerestingrdquo discipline
ldquoThe word interesting does not properly mean romantic That is interesting in the proper
sense which affects our interests which closely concerns us and is deeply important to us
Make history interesting indeed I cannot make history more interesting than it is except by
falsifying it And therefore when I meet a person who does not find history interesting it does
not occur to me to alter historymdashI try to alter himrdquo
J R Seeley The Expansion of England (1883)
Teaching Philosophy
One of the main points of the core curriculum is to turn you into a lifelong learner In designing this class I sought to walk the fine
line between offering you the scaffolding necessary for success and providing you with the space to take responsibility for your own
learning This general outlook is reflected in my expectations which I have detailed elsewhere in this syllabus Some of these expecta-
tions are more in the nature of requirements (eg you need to bring the readings to class) but some of them are what I consider best
practices (eg you ought to write out the answers to the quiz questions before class) I can compel the former but not the latter And
that means that while I can provide you with an optimal environment to learn in class you also have to carry the load
Course Materials
Course Website
The most current schedule the assignments and policies are posted on the course website httpshistory114french revolution and-
napoleonwordpresscomhome
On the website you will find everything on the syllabusmdashand more The website should be your ldquogo tordquo source for everything related
to the course
Required Readings Books
You will need to buy the following books for the course
Lynn Hunt and
Jack R Censer
The French Revolution and Napoleon
Crucible of the Modern World
(2017)
Philippe Girard
Toussaint Louverture
A Revolutionary Life
(2016)
Timothy Tackett
When the King Took Flight
(2004)
Required Readings Canvas
All other readings are posted on Canvas (these will consist mostly of primary sources) We will also use Canvas for discussions and
essay submission Go to httpscanvasanselmedu
Course Grading and Assignments
The assignments in this course fall into four categories class participation classroom activities essays and examinations
Class ParticipationCanvas Discussion (20)
I expect everybody to participate in class discussion and I will do my best to encourage all of you to do so I will base your grade in
this component of the class on the frequency and quality of your contributions to the conversation
You can also earn points for class participation by using the Canvas discussion board (httpscanvasanselmedu) From time to time
I will post questions on Canvas for discussion (I will make you aware of when that happens by posting an announcement on the web-
site) The Canvas discussion serves two purposes It primes students for the discussions that will take place in class and it helps those
who are uncomfortable with class discussion to participate in conversation
Quizzes Homework and Other Exercises (30)
You will notice that on the course website there is a page associated with each class
meeting These pages provide context for the readings and I expect you to consult
them in their entirety These pages also display a) potential quiz questions or b)
homework assignments and c) discussion questions posted on Canvas
The potential quiz questions are about the readings for that day (either the textbook
or the primary sources) Every time you see these questions on a page associated
with a particular day we may or may not have a quiz that day If we have a quiz I will
give you a six-minute open-note open-book quiz on one of the questions I recom-
mend that you print the questions before you start the reading so you know what to
look for I also recommend that as you read you jot down notes so that you have an
answer (or a way to locate an answer) ready at hand when you take the quiz If you
wish to write down answers for all the potential quiz questions so you can copy the
appropriate response on the quiz itself please feel free to do so
On other days I may ask you to do a homework assignment whose topic and
length are specified on the webpage associated with a particular day in class These
short paragraphs will serve as prompts for class discussion
These quizzes and homework assignments will be graded on a scale of 1 to 10 (with
10 being the highest grade)
These assignments serve several purposes First they encourage you to do your best
to read and understand the course material Second they will give you a sense of
whether you actually understand the material and what steps you need to take to
improve your reading skills Third they will provide you with material and ideas to
contribute to class discussion
Anonymous Robespierre Guillotines
the Executioner after Having Executed
All the French (1794)
Essay Assignments (20)
In this class you will have to write two essays one for each monograph we read
Essay 1 (10) (due Wednesday March 11) This paper will be about Timothy Tackettrsquos When the King Took Flight
Essay 2 (10) (due Wednesday April 15) In this essay you will have to address a question concerning Philippe Girardrsquos Tous-saint Louverture A Revolutionary Life
More details will follow on the website These essay assignments serve several purposes First they will allow you to practice writing a
skill that is always in high demand Second there is no better way of revealing the degree to which you understand a book than by
writing an essay about it good writing requires a thorough understanding of the material
Examinations (30)
There will be two take-home exams in this class
Midterm Examination (10) (due Thursday February 13) This exam will be due by 5 PM on Canvas
Final Examination (20) (due Thursday May 7) This exam will be due by 9 AM on Canvas
ldquo[The Committee of Public Safety] knew that it did not represent The actual wishes of actual men and women It claimed
to represent the real will of the real people the fundamental unrealized inarticulate ultimate desires the true welfare of
Frenchmen and of mankind present and futurerdquo
RR Palmer Twelve Who Ruled (1941)
Course Polices
Attendance
According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the
entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored
eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-
ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office
and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will
help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of
some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office
indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly
Taking Quizzes and Turning in Homework
If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz
If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a
good excuse is
The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not
turn it in on time you cannot obtain credit unless you have a reasonable explanation
Essay Extensions and Late Papers
I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will
suffer a penalty of 10 per day
Essay and Exam Grading
After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a
short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-
agraph should be based on (and engage with) the comments that I wrote
Access (Disability)
Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services
Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)
Academic Honesty
According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another
authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The
Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-
priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of
another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-
tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe
clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of
concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive
further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
explain how the French Revolution was characterized by change and continuity
recall key dates names events and dominant themes associated with the French Revolution
evaluate analyze and comprehend primary source evidence about the French Revolution within its historical context
recognize the complex process of constructing the French Revolutionrsquos history from a fragmentary historical record and how the
interpretation of this event has changed over time
understand the distinct perspectives and values of different groups that emerged during the French Revolution and their con-
nections to the present as well as the difference between them and present-day societies
As for citizenship by the end of this course you should be able to complete the following tasks
demonstrate a basic knowledge of different definitions of citizenship
recognize how context shapes enables and constrains citizenship
articulate clearly a personal understanding of citizenship and the assumptions on which it is based
recognize and reflect upon the ramifications of lived citizenship for themselves other individuals and communities
We will achieve these outcomes in a number of ways classroom discussion class exercises homework assignments readings with
their corresponding quizzes essays and examinations
Course Goals
Learning outcomes are not just about course designations and fulfilling core requirements they also give you an idea of what you
ought to learn from a course of this sort Unfortunately they are a bit generic and boilerplate so let me tell you in my own words
what I hope you learn in this class
The first goal is a discipline-specific one I want you to learn how historians think In a prominent 2007 article Thomas Andrews and
Flannery Burke have observed that historians traditionally tend to stress the ldquofive Crsquos of historical thinkingrdquo change over time causali-
ty context complexity and contingency Irsquod like you to understand these five Crsquos and how they apply to the French Revolution
The second goal is also discipline-specific in an educational system that tends to stress skills at the expense of knowledge I would
like you to know something about the French Revolution which is one of the most important events of the modern age Yoursquove heard
of phrases like ldquoThe Terrorrdquo you know of events like the storming of the Bastille and you can picture the guillotine but what are these
things and what is their significance
The third goals sits somewhere between a discipline-specific and a mega-cognitive goal I would like you to obtain a political educa-
tion through your study of the French Revolution While it had important social economic and cultural causes and consequences the
French Revolution was at its heart a political event In about ten years France passed from an absolute monarchy to a mixed consti-
tution to a democratic republic to an oligarchic republic to a dictatorship How these regimes came to be how they functioned and
how they related to their subjectscitizens have the potential to teach us a great deal about politics in general and how it works
The fourth goal is a mega-cognitive one I would like this class to further your general education by giving you an opportunity to de-
velop skills you will need no matter what you end up doing for a living These include learning how to read critically synthesize infor-
mation cogitate deeply and articulate your thoughts
Who I am and Why I Teach This Course
I received my BA in History from Pomona College and my MA and PhD
in History from the University of California Santa Barbara I was a visiting
assistant professor at the University of Oregon and then the University of
Puget Sound before arriving at Saint Anselm College where Irsquove taught in
the History Department for 18 years
I fell into teaching history because from an early age I found the subject
fascinating It is full of amazing events and intriguing personalities The
drama of the past makes for all kinds of wonderful narratives And as you
shall see no event in history beats the French Revolution for drama
Thatrsquos one of the reasons I love this class My family is French and
through genealogical research we have discovered a multitude of stories
about the revolution that involved our ancestors a poor windmill worker
from Arras whose name appeared on the same parish baptismal record as
Maximilien Robespierre a priest who was forced to abandon his calling
and marry a nun by revolutionary authorities an architect from Lille
Professor Dubrulle at The Foundry Manchester NH
who built a number of structures in that city including a bridge to commemorate Napoleonrsquos visit in
1811 and a young soldier who fought in the Marins de la Garde Imperiale and was mortally wound-
ed at the Siege of Torgau in 1813 during Napoleonrsquos German campaign (see image to the right for
the uniform of this elite unit)
Yet as I grew older I also came to realize that history was not just a collection of great stories it also helped explain the world A serious study of history not only clarifies why the world is the way it is today but also allows us see the workings of human nature and develop our judgment of people places and things In other words history is an anthropological discipline of the utmost importance As J R Seeley an incredibly influential British historian who lived during the 19th century once wrote history is the most ldquointerestingrdquo discipline
ldquoThe word interesting does not properly mean romantic That is interesting in the proper
sense which affects our interests which closely concerns us and is deeply important to us
Make history interesting indeed I cannot make history more interesting than it is except by
falsifying it And therefore when I meet a person who does not find history interesting it does
not occur to me to alter historymdashI try to alter himrdquo
J R Seeley The Expansion of England (1883)
Teaching Philosophy
One of the main points of the core curriculum is to turn you into a lifelong learner In designing this class I sought to walk the fine
line between offering you the scaffolding necessary for success and providing you with the space to take responsibility for your own
learning This general outlook is reflected in my expectations which I have detailed elsewhere in this syllabus Some of these expecta-
tions are more in the nature of requirements (eg you need to bring the readings to class) but some of them are what I consider best
practices (eg you ought to write out the answers to the quiz questions before class) I can compel the former but not the latter And
that means that while I can provide you with an optimal environment to learn in class you also have to carry the load
Course Materials
Course Website
The most current schedule the assignments and policies are posted on the course website httpshistory114french revolution and-
napoleonwordpresscomhome
On the website you will find everything on the syllabusmdashand more The website should be your ldquogo tordquo source for everything related
to the course
Required Readings Books
You will need to buy the following books for the course
Lynn Hunt and
Jack R Censer
The French Revolution and Napoleon
Crucible of the Modern World
(2017)
Philippe Girard
Toussaint Louverture
A Revolutionary Life
(2016)
Timothy Tackett
When the King Took Flight
(2004)
Required Readings Canvas
All other readings are posted on Canvas (these will consist mostly of primary sources) We will also use Canvas for discussions and
essay submission Go to httpscanvasanselmedu
Course Grading and Assignments
The assignments in this course fall into four categories class participation classroom activities essays and examinations
Class ParticipationCanvas Discussion (20)
I expect everybody to participate in class discussion and I will do my best to encourage all of you to do so I will base your grade in
this component of the class on the frequency and quality of your contributions to the conversation
You can also earn points for class participation by using the Canvas discussion board (httpscanvasanselmedu) From time to time
I will post questions on Canvas for discussion (I will make you aware of when that happens by posting an announcement on the web-
site) The Canvas discussion serves two purposes It primes students for the discussions that will take place in class and it helps those
who are uncomfortable with class discussion to participate in conversation
Quizzes Homework and Other Exercises (30)
You will notice that on the course website there is a page associated with each class
meeting These pages provide context for the readings and I expect you to consult
them in their entirety These pages also display a) potential quiz questions or b)
homework assignments and c) discussion questions posted on Canvas
The potential quiz questions are about the readings for that day (either the textbook
or the primary sources) Every time you see these questions on a page associated
with a particular day we may or may not have a quiz that day If we have a quiz I will
give you a six-minute open-note open-book quiz on one of the questions I recom-
mend that you print the questions before you start the reading so you know what to
look for I also recommend that as you read you jot down notes so that you have an
answer (or a way to locate an answer) ready at hand when you take the quiz If you
wish to write down answers for all the potential quiz questions so you can copy the
appropriate response on the quiz itself please feel free to do so
On other days I may ask you to do a homework assignment whose topic and
length are specified on the webpage associated with a particular day in class These
short paragraphs will serve as prompts for class discussion
These quizzes and homework assignments will be graded on a scale of 1 to 10 (with
10 being the highest grade)
These assignments serve several purposes First they encourage you to do your best
to read and understand the course material Second they will give you a sense of
whether you actually understand the material and what steps you need to take to
improve your reading skills Third they will provide you with material and ideas to
contribute to class discussion
Anonymous Robespierre Guillotines
the Executioner after Having Executed
All the French (1794)
Essay Assignments (20)
In this class you will have to write two essays one for each monograph we read
Essay 1 (10) (due Wednesday March 11) This paper will be about Timothy Tackettrsquos When the King Took Flight
Essay 2 (10) (due Wednesday April 15) In this essay you will have to address a question concerning Philippe Girardrsquos Tous-saint Louverture A Revolutionary Life
More details will follow on the website These essay assignments serve several purposes First they will allow you to practice writing a
skill that is always in high demand Second there is no better way of revealing the degree to which you understand a book than by
writing an essay about it good writing requires a thorough understanding of the material
Examinations (30)
There will be two take-home exams in this class
Midterm Examination (10) (due Thursday February 13) This exam will be due by 5 PM on Canvas
Final Examination (20) (due Thursday May 7) This exam will be due by 9 AM on Canvas
ldquo[The Committee of Public Safety] knew that it did not represent The actual wishes of actual men and women It claimed
to represent the real will of the real people the fundamental unrealized inarticulate ultimate desires the true welfare of
Frenchmen and of mankind present and futurerdquo
RR Palmer Twelve Who Ruled (1941)
Course Polices
Attendance
According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the
entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored
eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-
ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office
and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will
help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of
some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office
indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly
Taking Quizzes and Turning in Homework
If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz
If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a
good excuse is
The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not
turn it in on time you cannot obtain credit unless you have a reasonable explanation
Essay Extensions and Late Papers
I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will
suffer a penalty of 10 per day
Essay and Exam Grading
After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a
short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-
agraph should be based on (and engage with) the comments that I wrote
Access (Disability)
Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services
Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)
Academic Honesty
According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another
authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The
Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-
priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of
another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-
tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe
clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of
concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive
further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
who built a number of structures in that city including a bridge to commemorate Napoleonrsquos visit in
1811 and a young soldier who fought in the Marins de la Garde Imperiale and was mortally wound-
ed at the Siege of Torgau in 1813 during Napoleonrsquos German campaign (see image to the right for
the uniform of this elite unit)
Yet as I grew older I also came to realize that history was not just a collection of great stories it also helped explain the world A serious study of history not only clarifies why the world is the way it is today but also allows us see the workings of human nature and develop our judgment of people places and things In other words history is an anthropological discipline of the utmost importance As J R Seeley an incredibly influential British historian who lived during the 19th century once wrote history is the most ldquointerestingrdquo discipline
ldquoThe word interesting does not properly mean romantic That is interesting in the proper
sense which affects our interests which closely concerns us and is deeply important to us
Make history interesting indeed I cannot make history more interesting than it is except by
falsifying it And therefore when I meet a person who does not find history interesting it does
not occur to me to alter historymdashI try to alter himrdquo
J R Seeley The Expansion of England (1883)
Teaching Philosophy
One of the main points of the core curriculum is to turn you into a lifelong learner In designing this class I sought to walk the fine
line between offering you the scaffolding necessary for success and providing you with the space to take responsibility for your own
learning This general outlook is reflected in my expectations which I have detailed elsewhere in this syllabus Some of these expecta-
tions are more in the nature of requirements (eg you need to bring the readings to class) but some of them are what I consider best
practices (eg you ought to write out the answers to the quiz questions before class) I can compel the former but not the latter And
that means that while I can provide you with an optimal environment to learn in class you also have to carry the load
Course Materials
Course Website
The most current schedule the assignments and policies are posted on the course website httpshistory114french revolution and-
napoleonwordpresscomhome
On the website you will find everything on the syllabusmdashand more The website should be your ldquogo tordquo source for everything related
to the course
Required Readings Books
You will need to buy the following books for the course
Lynn Hunt and
Jack R Censer
The French Revolution and Napoleon
Crucible of the Modern World
(2017)
Philippe Girard
Toussaint Louverture
A Revolutionary Life
(2016)
Timothy Tackett
When the King Took Flight
(2004)
Required Readings Canvas
All other readings are posted on Canvas (these will consist mostly of primary sources) We will also use Canvas for discussions and
essay submission Go to httpscanvasanselmedu
Course Grading and Assignments
The assignments in this course fall into four categories class participation classroom activities essays and examinations
Class ParticipationCanvas Discussion (20)
I expect everybody to participate in class discussion and I will do my best to encourage all of you to do so I will base your grade in
this component of the class on the frequency and quality of your contributions to the conversation
You can also earn points for class participation by using the Canvas discussion board (httpscanvasanselmedu) From time to time
I will post questions on Canvas for discussion (I will make you aware of when that happens by posting an announcement on the web-
site) The Canvas discussion serves two purposes It primes students for the discussions that will take place in class and it helps those
who are uncomfortable with class discussion to participate in conversation
Quizzes Homework and Other Exercises (30)
You will notice that on the course website there is a page associated with each class
meeting These pages provide context for the readings and I expect you to consult
them in their entirety These pages also display a) potential quiz questions or b)
homework assignments and c) discussion questions posted on Canvas
The potential quiz questions are about the readings for that day (either the textbook
or the primary sources) Every time you see these questions on a page associated
with a particular day we may or may not have a quiz that day If we have a quiz I will
give you a six-minute open-note open-book quiz on one of the questions I recom-
mend that you print the questions before you start the reading so you know what to
look for I also recommend that as you read you jot down notes so that you have an
answer (or a way to locate an answer) ready at hand when you take the quiz If you
wish to write down answers for all the potential quiz questions so you can copy the
appropriate response on the quiz itself please feel free to do so
On other days I may ask you to do a homework assignment whose topic and
length are specified on the webpage associated with a particular day in class These
short paragraphs will serve as prompts for class discussion
These quizzes and homework assignments will be graded on a scale of 1 to 10 (with
10 being the highest grade)
These assignments serve several purposes First they encourage you to do your best
to read and understand the course material Second they will give you a sense of
whether you actually understand the material and what steps you need to take to
improve your reading skills Third they will provide you with material and ideas to
contribute to class discussion
Anonymous Robespierre Guillotines
the Executioner after Having Executed
All the French (1794)
Essay Assignments (20)
In this class you will have to write two essays one for each monograph we read
Essay 1 (10) (due Wednesday March 11) This paper will be about Timothy Tackettrsquos When the King Took Flight
Essay 2 (10) (due Wednesday April 15) In this essay you will have to address a question concerning Philippe Girardrsquos Tous-saint Louverture A Revolutionary Life
More details will follow on the website These essay assignments serve several purposes First they will allow you to practice writing a
skill that is always in high demand Second there is no better way of revealing the degree to which you understand a book than by
writing an essay about it good writing requires a thorough understanding of the material
Examinations (30)
There will be two take-home exams in this class
Midterm Examination (10) (due Thursday February 13) This exam will be due by 5 PM on Canvas
Final Examination (20) (due Thursday May 7) This exam will be due by 9 AM on Canvas
ldquo[The Committee of Public Safety] knew that it did not represent The actual wishes of actual men and women It claimed
to represent the real will of the real people the fundamental unrealized inarticulate ultimate desires the true welfare of
Frenchmen and of mankind present and futurerdquo
RR Palmer Twelve Who Ruled (1941)
Course Polices
Attendance
According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the
entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored
eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-
ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office
and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will
help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of
some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office
indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly
Taking Quizzes and Turning in Homework
If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz
If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a
good excuse is
The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not
turn it in on time you cannot obtain credit unless you have a reasonable explanation
Essay Extensions and Late Papers
I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will
suffer a penalty of 10 per day
Essay and Exam Grading
After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a
short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-
agraph should be based on (and engage with) the comments that I wrote
Access (Disability)
Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services
Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)
Academic Honesty
According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another
authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The
Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-
priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of
another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-
tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe
clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of
concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive
further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Course Grading and Assignments
The assignments in this course fall into four categories class participation classroom activities essays and examinations
Class ParticipationCanvas Discussion (20)
I expect everybody to participate in class discussion and I will do my best to encourage all of you to do so I will base your grade in
this component of the class on the frequency and quality of your contributions to the conversation
You can also earn points for class participation by using the Canvas discussion board (httpscanvasanselmedu) From time to time
I will post questions on Canvas for discussion (I will make you aware of when that happens by posting an announcement on the web-
site) The Canvas discussion serves two purposes It primes students for the discussions that will take place in class and it helps those
who are uncomfortable with class discussion to participate in conversation
Quizzes Homework and Other Exercises (30)
You will notice that on the course website there is a page associated with each class
meeting These pages provide context for the readings and I expect you to consult
them in their entirety These pages also display a) potential quiz questions or b)
homework assignments and c) discussion questions posted on Canvas
The potential quiz questions are about the readings for that day (either the textbook
or the primary sources) Every time you see these questions on a page associated
with a particular day we may or may not have a quiz that day If we have a quiz I will
give you a six-minute open-note open-book quiz on one of the questions I recom-
mend that you print the questions before you start the reading so you know what to
look for I also recommend that as you read you jot down notes so that you have an
answer (or a way to locate an answer) ready at hand when you take the quiz If you
wish to write down answers for all the potential quiz questions so you can copy the
appropriate response on the quiz itself please feel free to do so
On other days I may ask you to do a homework assignment whose topic and
length are specified on the webpage associated with a particular day in class These
short paragraphs will serve as prompts for class discussion
These quizzes and homework assignments will be graded on a scale of 1 to 10 (with
10 being the highest grade)
These assignments serve several purposes First they encourage you to do your best
to read and understand the course material Second they will give you a sense of
whether you actually understand the material and what steps you need to take to
improve your reading skills Third they will provide you with material and ideas to
contribute to class discussion
Anonymous Robespierre Guillotines
the Executioner after Having Executed
All the French (1794)
Essay Assignments (20)
In this class you will have to write two essays one for each monograph we read
Essay 1 (10) (due Wednesday March 11) This paper will be about Timothy Tackettrsquos When the King Took Flight
Essay 2 (10) (due Wednesday April 15) In this essay you will have to address a question concerning Philippe Girardrsquos Tous-saint Louverture A Revolutionary Life
More details will follow on the website These essay assignments serve several purposes First they will allow you to practice writing a
skill that is always in high demand Second there is no better way of revealing the degree to which you understand a book than by
writing an essay about it good writing requires a thorough understanding of the material
Examinations (30)
There will be two take-home exams in this class
Midterm Examination (10) (due Thursday February 13) This exam will be due by 5 PM on Canvas
Final Examination (20) (due Thursday May 7) This exam will be due by 9 AM on Canvas
ldquo[The Committee of Public Safety] knew that it did not represent The actual wishes of actual men and women It claimed
to represent the real will of the real people the fundamental unrealized inarticulate ultimate desires the true welfare of
Frenchmen and of mankind present and futurerdquo
RR Palmer Twelve Who Ruled (1941)
Course Polices
Attendance
According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the
entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored
eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-
ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office
and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will
help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of
some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office
indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly
Taking Quizzes and Turning in Homework
If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz
If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a
good excuse is
The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not
turn it in on time you cannot obtain credit unless you have a reasonable explanation
Essay Extensions and Late Papers
I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will
suffer a penalty of 10 per day
Essay and Exam Grading
After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a
short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-
agraph should be based on (and engage with) the comments that I wrote
Access (Disability)
Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services
Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)
Academic Honesty
According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another
authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The
Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-
priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of
another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-
tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe
clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of
concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive
further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Course Polices
Attendance
According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the
entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored
eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-
ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office
and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will
help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of
some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office
indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly
Taking Quizzes and Turning in Homework
If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz
If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a
good excuse is
The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not
turn it in on time you cannot obtain credit unless you have a reasonable explanation
Essay Extensions and Late Papers
I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will
suffer a penalty of 10 per day
Essay and Exam Grading
After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a
short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-
agraph should be based on (and engage with) the comments that I wrote
Access (Disability)
Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services
Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)
Academic Honesty
According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another
authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The
Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-
priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of
another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-
tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe
clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of
concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive
further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website
All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-
ed with the investigation of plagiarism cases You can find information regarding these issues on this page
Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do
not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a
learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work
and are assessed on the basis of that work
Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on
a particular assignment to failure in the class I will also report you to the Dean
Electronic Devices
The College has a detailed policy regarding the use of electronic devices in the classroom To summarize
cell phones pagers PDAs or similar devices shall not be used in class
text messaging or the access of information on these devices is forbidden
all such devices should be placed on silent (vibrate) mode and should be put away during class
students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-
cate that the Collegersquos emergency notification system has sent out a message
Laptops
Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after
study indicate that
laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in
any number of distracting activities
students with laptops tend to distract those around them
students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and
take worse notes
students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note
-taking
At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they
read from a book or a piece of paper These studies confirm what I have seen in my own classes
My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine
your ability to learn
ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both
virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice
that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the
general principle of democracy applied to the most pressing needs of the patrierdquo
Maximilien Robesphierre Speech on the Principles of Political Morality (1794)
Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Course Schedule
NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be
changed accordingly
UNIT 1 IDEAS AND CONCEPTS
WEEK 1
Monday January 13
Topic
Introduction Website Tour Expectations
Reading
Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)
Wednesday January 15
Topic
What is History and How Do Historians Think
Reading
Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)
Friday January 17
Topic
CRIT for Historians
Reading
The Close Reading Interpretative Tool
Reading Closely with CRIT (video)
Various accounts of Louis XVIrsquos execution (1793)
WEEK 2
Wednesday January 22
Topic
Themes for This Class
Reading
On the course website
Friday January 24
Topic
The Significance of the French Revolution
Reading
William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)
UNIT 2 THE OLD REGIME
Monday January 27
Topic
The Old Regime
Reading
Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern
France (2012)
Excerpt from Charles Loyseau A Treatise on Orders (1610)
Wednesday January 29
Topic
Challenges to the Old Regime
Reading
Hunt and Censer pp 1-17
WEEK 3
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Friday January 31
Topic
The Enlightenment
Reading
Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)
Excerpts from Jean-Jacques Rousseau The Social Contract (1762)
WEEK 4
Monday February 3
Topic
The Financial Crisis and the Estates General
Reading
Hunt and Censer pp 17-24
Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)
UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY
Wednesday February 5
Topic
From the Estates General to the National Assembly
Reading
Hunt and Censer pp 24-27
Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)
Friday February 7
Topic
The Popular Revolution and the End of Seigneurialism
Reading
Excerpts from the August 4 1789 Session of the National Assembly
The August 4 Decrees (1789)
Declaration of the Rights of Man and of Citizen (1789)
WEEK 5
Monday February 10
Topic
Critiques of the French Revolution
Reading
Hunt and Censer pp 41-46
Excerpts from Edmund Burke Reflections on the Revolution in France (1790)
Wednesday February 12
Topic
The Limits of Liberty and Equality The Rights of Others
Reading
Olympe de Gouges The Rights of Women (1791)
Friday February 14
Topic
The Revolution and the Church
Reading
Hunt and Censer pp 46-53
Debate on the Civil Constitution of the Clergy (1790)
Civil Constitution of the Clergy (1790)
Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)
Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
WEEK 6
Monday February 17
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Wednesday February 19
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
Friday February 21
Topic
Timothy Tackett When the King Took Flight (2003)
Reading
Timothy Tackett When the King Took Flight (2003)
WEEK 7
Monday February 24
Topic
War and the Radicalization of the Revolution
Reading
Hunt and Censer pp 57-65
Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)
Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)
Brunswick Manifesto (1792)
UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC
Wednesday February 26
Topic
The Radical Revolution
Reading
Hunt and Censer pp 65-70 77-90
Speeches at the Trial of Louis XVI (1792)
Friday February 28
Topic
The Terror
Reading
Hunt and Censer pp 90-99 103-107
Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)
Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)
Jacques-Louis David The Tennis Court Oath (1791)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
WEEK 8
Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)
WEEK 9
UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC
WEEK 9
Monday March 16
Topic
Thermidor
Reading
Hunt and Censer pp 115-122
Wednesday March 18
Topic
The Directory
Reading
Hunt and Censer pp 122-127
Boissy drsquoAnglas on a New Constitution (1795)
Proclamation of the Directory to the French People (1797)
Friday March 20
Topic
French Foreign Policy and the Army
Reading
Hunt and Censer pp 127-136
Second Propagandist Decrees (1792)
Treaty between France and Cisapline Republic (1798)
Horace Vernet The Battle of the Bridge at Arcole (1826)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
WEEK 10
Monday March 23
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Wednesday March 25
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Friday March 27
Topic
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
Reading
Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
WEEK 11
Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)
UNIT 6 NAPOLEON
Wednesday April 1
Topic
The Rise of Napoleon
Reading
Hunt and Censer pp 136-142 149-153
Proclamation to the Army of Italy (1796)
Napoleonrsquos Victory Banner (1797)
Friday April 3
Topic
Building the Napoleonic Regime
Reading
Hunt and Censer pp 153-164
Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)
Concordat with the Papacy (1801)
Napoleonrsquos Proclamation of the Religious Settlement (1801)
The French (Napoleonic) Civil Code (1803-1804)
Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
WEEK 12
Monday April 6
Topic
Napoleon and Absolute War
Reading
Hunt and Censer pp 164-175
Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)
Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)
Wednesday April 8
Topic
Napoleon Blundering to Glorymdashor Defeat
Reading
Excerpts from Leo Tolstoy War and Peace (1867)
WEEK 13
Wednesday April 15
Topic
Art Under the First Empire
Reading
Paintings by David Ingres Gros and Gerard
Friday April 17
Topic
The Beginning of the End
Reading
Hunt and Censer pp 181-191
Excerpts from Benjamin Constant The Spirit of Conquest (1814)
WEEK 14
Monday April 20
Topic
Collaboration and Resistance
Reading
Hunt and Censer pp 191-197
Excerpts from Johann Fichte Address to the German Nation (1808)
Wednesday April 22
Topic
The End
Reading
Hunt and Censer pp 197-206
Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)
Excerpt from Marquis de Montholon Napoleon at St Helena (1846)
Friday April 24
Topic
The Congress of Vienna
Reading
Hunt and Censer pp 211-218
The Treaty of Paris (1814)
The Treaty of Paris (1815)
The Holy Alliance Treaty (1815)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
WEEK 15
Monday April 27
Topic
The Restoration in France
Reading
The Charter of 1814
Wednesday April 29
Topic
The Enduring Revolution
Reading
None
Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)
ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which
the marker is removed and one start to read again at the page where one left offrdquo
Napoleon after the Battle of Leipzig (1813)
ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected
changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the
French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-
ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo
Alexis de Tocqueville The Old Regime and the French Revolution (1856)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Appendix I Expectations for History 114
Rationale
Many students seem to understand what the college expects of them and what practices will contribute to their success but many do
not For that reason I have generated this document which explains my expectations in this course These expectations are based par-
tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning
In this case my main motive is that I want to do everything in my power to help you perform as well as possible
The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week
Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit
Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as
equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-
pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those
12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-
vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some
weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-
tation because it is also the collegersquos expectation
Do All the Assigned Readings Carefully
In this class you will be assigned three types of reading
the textbook
primary sources posted on Canvas or elsewhere
the text posted on the web site
The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site
Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-
vide context for the reading and this context is vital for understanding the assignments So read the website
Prepare for Quizzes and Bring the Homework to Class
Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework
You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write
notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine
What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-
ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work
As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have
that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely
fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn
it in at the end of our class meeting
My Expectations regarding Laptops
Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes
Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media
Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-
pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most
they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring
them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I
understand and I am happy to make accommodations
Bring the Readings to Class in Printed Form
I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a
printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)
Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that
you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that
limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would
be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided
pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that
you do so
Take NotesUse Pen and Paper
As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ
the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type
fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good
notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper
know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill
But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-
forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform
poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy
a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve
your notetaking
Speak in Class
I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in
class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me
know
Ask for Help
If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see
me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in
the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have
to do so
Take Care of Yourself and Manage Your Time
Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you
need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are
here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos
appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage
in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork
James Gillray
Plumb-Pudding in Danger (1805)