Module HIST2801: FRANCE: REVOLUTION, POLITICS AND IDEAS, 1787-1871

Department: HISTORY

HIST2801: FRANCE: REVOLUTION, POLITICS AND IDEAS, 1787-1871

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop a detailed understanding of the changing course of French politics through this period, its central figures, the shifts between regimes, and the relationship between politics in Paris and the rest of the country.
• To develop a working knowledge of some of the Important political theories emerging during the period.
• To develop a grasp of the rapidly evolving historiographical debate about France in this period.
• To develop a broader understanding of modern European state-formation and political argument, building on the French case.
• To fulfil the generic aims for Level 2 History.

Content

• Focuses on a period of French history that id both dramatic and very Important for modern politics in Europe and the wider world.
• Through the ongoing debates about which regime best suited the needs of modern France - a debate which sometimes erupted into violent confrontation - important ideas emerged that would affect European politics into the late twentieth century.
• Different varieties of monarchy, republic, and empire took their chance and crumbled in turn.
• Underpinning this apparent instability, however, was an increasingly rigid state structure which the French are still wrestling with to this day.
• To understand the political arguments of the period, this course moves between a detailed examination of the politics of Revolution and Republicanism, and a wider discussion of the ideas of the great nineteenth century thinkers, such as Tocqueville and Proudhon.
• The first half of the course examines the revolutionary era from 1787 to 1815, as this is the time when many of the most important strands of political argument emerged, developing their own ideologies and traditions.
• In the second half, the different regimes which succeeded one another following the fall of Napoleon are discussed, culminating in the bloody episode of the Paris Commune in 1871.
• Discussions of important developments in the historiography of this period will be interwoven throughout: since Marx, if not before, the French Revolution has been an area where many new approaches to history are first tested before being applied elsewhere.
• Some wider issues revolving around the questions ' what is the Republic?' and ' what is the modern state?' will emerge, providing an introduction to the more advanced study of modern France and other European countries.

Learning Outcomes

• A detailed understanding of the changing course of French politics through this period, its central figures, the shifts between regimes, and the relationship between politics in Paris and the rest of the country.
• A working knowledge of some of the important political theories emerging during the period.
• An understanding of the rapidly evolving historiographical debate about France in this period.
• A broader understanding of modern European state-formation and political argument, building on the French case.

• Subject specific skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

• Key skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. 2. Preparation to participate in seminars and tutorials. 3. At least one oral presentation or short written assignment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University