The University of Newcastle
Faculty of Education and Arts
School of Humanities and Social Science
http://www.newcastle.edu.au/school/hss/
Callaghan Campus
University Drive,
Callaghan 2308
NSW Australia
Office hours: 9am-5pm
Room: MC127 McMullin Building
Phone: +61 2 4921 5175/5172/5155
Fax: +61 2 4921 6933
Email: Humanities-SocialScience@newcastle.edu.au
Web: http://www.newcastle.edu.au/school/hss/
HIST 3670
THE FRENCH REVOLUTION AND NAPOLEON
COURSE OUTLINE
Course Co-ordinator:
Room:
Ph:
Fax:
Email:
Consultation hours:
Dr. Philip Dwyer
MCLG22b
49215211
49216933
Philip.Dwyer@newcastle.edu.au
Monday, 9am-12am
Semester
Unit Weighting
Teaching Methods
Semester 1, 2007
20
Lectures and Tutorial
Background
This course provides a comprehensive overview of the origins and development of
the French Revolution and Napoleon, from the end of the Ancien Regime (1788) to
the fall of Napoleon and the battle of Waterloo (1815).
The Revolutionary era is one of the most exciting periods in Modern European
History. It is also one of the most controversial and most written about. Unlike the
revolutions that took place in England and America, the French Revolution had
enormous political and social consequences outside of the country in which it took
place. Europe and the world still reverberate to the sounds of the “Marseillaise” and
the Declaration of the Rights of Man, and they still talk about Napoleon Bonaparte.
This course focuses not only on the political and social changes which took place in
France during the revolutionary period, but also the changes that occurred as a result
of the Revolution being taken abroad, first by the revolutionaries then by Napoleon.
As a side issue, this course also examines “revolutions” in a more general sense —
why do they take place, who takes part in them, do they always degenerate into
violence and how do they end?
A twenty unit course has four contact hours per week. There are two, one hour
lectures, and one two-hour seminar.
Course Outline Issued and Correct as at: Week 1, Semester 1 - 2007
CTS Download Date: 30 January 2007
1
Lectures
Monday, 1.00-3.00 pm, Mc132
Seminars
Tuesday, 9-11 am, Mc110
OR
Tuesday 11 am-1 pm, Mc110
Seminars and group work form the most important part of the course. They look at a
selection of themes and problems, and are the equivalent of practical work in
chemistry. They are your chance to experiment, to work out your ideas, to put
different elements of a problem together — who knows, you may even cause some
explosions. You must, therefore, come to seminars armed with your notes, having
already thought about what you’re going to say. You may change your mind — or you
may convince others of your point of view.
Seminars are centred on group work and adopt a problem based learning
approach, that is, students are required to find the answers to key questions
that the course co-ordinator will help you formulate. The manner in which these
sessions will be run will be discussed in detail in the first seminar.
Twenty percent of your overall mark is based on seminar participation of one sort or
another. You should take this into consideration when calculating your workload.
Students must attend on a regular basis in order to complete the requirements of the
course. Absences from tutorials should be accompanied by evidence of illness or
misadventure. A minimum of 80% tutorial attendance is expected. Students who
miss more than three tutorials will be required to submit an extra essay. A
student whose attendance record in less than 50% is considered not to have
fulfilled the course requirements.
You are expected to come to seminars prepared to discuss the issues involved. The
mark for seminar participation is based upon the student’s ability to take part
in class discussions. No mark is given for class attendance.
In the following pages you will find that each seminar is centred around a theme. A
list of readings is provided that will help you find the answers to those themes. You
will find the books and articles in the short loans section of the Auchmuty Library. You
are encouraged to read something that is of interest to you and to come to class
prepared to share your findings with the other students.
How much reading should you do?
A lot. It is vital that you should read a variety of works, otherwise you will get a onesided view of the topic. You must be able to join in a discussion on the questions
given, and you should do enough reading to give you the necessary information and
confidence.
Method of Assessment
The assessment has been divided along the following lines:
Research essay (4000 words)
40%
Minor essay (2000 words)
20%
Trial (equivalent of 2000 words)
20%
Group participation
20%
Total
100%
School of Humanities and Social Science
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1.
All students are required to submit a minor essay based on one of the
Seminar topics, one week after that particular seminar.
2.
All students are required to submit a major essay chosen from the list at the
back of the course guide.
3.
All students are required to take part in the Trial.
The Trial
At the end of the course we will put the French Revolution and Napoleon on trial. The
purpose of the re-enactment is to deepen our understanding of the issues involved.
Each class member will be assigned a role as an historical personage involved in
these events whose reactions to the debate would typify those of an important group
at the time.
Each class member will research his/her role and be prepared to perform “in
character” during the re-enactment.
Plagiarism
University policy prohibits students plagiarising any material under any
circumstances. A student plagiarises if he or she presents the thoughts or works of
another as one's own. Without limiting the generality of this definition, it may include:
·
copying or paraphrasing material from any source without due
acknowledgment;
·
using another's ideas without due acknowledgment;
·
working with others without permission and presenting the resulting work as
though it was completed independently.
Plagiarism is not only related to written works, but also to material such as data,
images, music, formulae, websites and computer programs.
Aiding another student to plagiarise is also a violation of the Plagiarism Policy and
may invoke a penalty.
For further information on the University policy on plagiarism, please refer to the
Policy on Student Academic Integrity at the following link http://www.newcastle.edu.au/policy/academic/general/academic_integrity_polic
y_new.pdf
The University has established a software plagiarism detection system called
Turnitin. When you submit assessment items please be aware that for the purpose of
assessing any assessment item the University may ·
Reproduce this assessment item and provide a copy to another member of
the University; and/or
·
Communicate a copy of this assessment item to a plagiarism checking
service (which may then retain a copy of the item on its database for the
purpose of future plagiarism checking).
·
Submit the assessment item to other forms of plagiarism checking
School of Humanities and Social Science
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Written Assessment Items
Students may be required to provide written assessment items in electronic form as
well as hard copy.
Extension of Time for Assessment Items, Deferred Assessment and Special
Consideration for Assessment Items or Formal Written Examinations
Students are required to submit assessment items by the due date, as advised in the
Course Outline, unless the Course Coordinator approves an extension of time for
submission of the item. University policy is that an assessment item submitted after
the due date, without an approved extension, will be penalised.
Any student:
1. who is applying for an extension of time for submission of an assessment item on
the basis of medical, compassionate, hardship/trauma or unavoidable commitment;
or
2. whose attendance at or performance in an assessment item or formal written
examination has been or will be affected by medical, compassionate,
hardship/trauma or unavoidable commitment;
must report the circumstances, with supporting documentation, to the appropriate
officer on the prescribed form.
Please go to the Policy and the on-line form for further information, particularly for
information on the options available to you, at:
http://www.newcastle.edu.au/policy/academic/adm_prog/adverse_circumstanc
es.pdf
Students should be aware of the following important deadlines:
·
Requests for Special Consideration must be lodged no later than 3 working
days after the date of submission or examination.
·
Requests for Extensions of Time on Assessment Items must be lodged
no later than the due date of the item.
·
Requests for Rescheduling Exams must be lodged no later than 5 working
days before the date of the examination.
Your application may not be accepted if it is received after the deadline. Students
who are unable to meet the above deadlines due to extenuating circumstances
should speak to their Program Officer in the first instance.
Changing your Enrolment
The last dates to withdraw without financial or academic penalty (called the HECS
Census Dates) are:
For semester 1 courses: 31 March 2007
For semester 2 courses: 31 August 2007
For Trimester 1 courses: 17 February 2007
For Trimester 2 courses: 9 June 2007
For Trimester 3 courses: 22 September 2007.
School of Humanities and Social Science
4
Students may withdraw from a course without academic penalty on or before the last
day of semester and prior to the commencement of the formal exam period. Any
withdrawal from a course after the last day of semester will result in a fail grade.
Students cannot enrol in a new course after the second week of semester/trimester,
except under exceptional circumstances. Any application to add a course after the
second week of semester/trimester must be on the appropriate form, and should be
discussed with the Student Enquiry Centre.
To change your enrolment online, please refer to
http://www.newcastle.edu.au/study/enrolment/changingenrolment.html
Contact Details
Faculty Student Service Offices
The Faculty of Education and Arts
Room: Level 3, Shortland Union, Callaghan
Phone: 02 4921 5000
Ourimbah Focus
Room: AB1.01 (Administration Building)
Phone: 02 4348 4030
The Dean of Students
Dr Michael Hannaford
Phone: 02 4921 5806
Fax: 02 4921 7151
resolutionprecinct@newcastle.edu.au
Deputy Dean of Students (Ourimbah)
Dr Bill Gladstone
Phone: 02 4348 4123
Fax: 02 4348 4145
Various services are offered by the University Student Support Unit:
http://www.newcastle.edu.au/study/studentsupport/index.html
Alteration of this Course Outline
No change to this course outline will be permitted after the end of the second week of
the term except in exceptional circumstances and with Head of School approval.
Students will be notified in advance of any approved changes to this outline.
Web Address for Rules Governing Undergraduate Academic Awards
http://www.newcastle.edu.au/policy/academic/cw_ugrad/awards.pdf
Web Address for Rules Governing Postgraduate Academic Awards
http://www.newcastle.edu.au/policy/academic/cw_pgrad/cppcrule.pdf
Web Address for Rules Governing Professional Doctorate Awards
http://www.newcastle.edu.au/policy/academic/cw_pgrad/prof_doct.pdf
School of Humanities and Social Science
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STUDENTS WITH A DISABILITY OR CHRONIC ILLNESS
The University is committed to providing a range of support services for students with
a disability or chronic illness.
If you have a disability or chronic illness which you feel may impact on your studies,
please feel free to discuss your support needs with your lecturer or course
coordinator.
Disability Support may also be provided by the Student Support Service (Disability).
Students must be registered to receive this type of support. To register please
contact the Disability Liaison Officer on 02 4921 5766, or via email at: studentdisability@newcastle.edu.au
As some forms of support can take a few weeks to implement it is extremely
important that you discuss your needs with your lecturer, course coordinator or
Student Support Service staff at the beginning of each semester.
For more information related to confidentiality and documentation please visit the
Student Support Service (Disability) website at:
www.newcastle.edu.au/services/disability
------------------------------------------------ End of CTS Entry --------------------------------------Written Assignment Presentation and Submission Details
Students are required to submit assessment items by the due date. Late
assignments will be subject to the penalties described below.
Hard copy submission:
Type your assignments: All work must be typewritten in 12 point black font. Leave a
wide margin for marker’s comments, use double spacing, and include page numbers.
Word length: The word limit of all assessment items should be strictly followed –
10% above or below is acceptable, otherwise penalties may apply.
Proof read your work because spelling, grammatical and referencing mistakes will be
penalised.
Staple the pages of your assignment together (do not use pins or paper clips).
University Assessment Item Coversheet: All assignments must be submitted with
the University coversheet available at: http://www.newcastle.edu.au/study/forms/
By arrangement with the relevant lecturer, assignments may be submitted at any
Student Hub located at:
o
Level 3, Shortland Union, Callaghan
o
Level 2, Student Services Centre, Callaghan
o
Ground Floor, University House, City
o
Ground Floor, Administration Building, Ourimbah
Date-stamping assignments: All students must date-stamp their own assignments
using the machine provided at each Student Hub. If mailing an assignment, this should
be address to the relevant School. Mailed assignments are accepted from the date
posted, confirmed by a Post Office date-stamp; they are also date-stamped upon receipt
by Schools.
School of Humanities and Social Science
6
Do not fax or email assignments: Only hard copies of assignments will be considered
for assessment. Inability to physically submit a hard copy of an assignment by the
deadline due to other commitments or distance from campus is an unacceptable excuse.
Keep a copy of all assignments: It is the student’s responsibility to produce a copy of
their work if the assignment goes astray after submission. Students are advised to keep
updated back-ups in electronic and hard copy formats.
Penalties for Late Assignments
Assignments submitted after the due date, without an approved extension of time will
be penalised by the reduction of 5% of the possible maximum mark for the
assessment item for each day or part day that the item is late. Weekends count as
one day in determining the penalty. Assessment items submitted more than ten
days after the due date will be awarded zero marks.
Special Circumstances
Students wishing to apply for Special Circumstances or Extension of Time should
apply online @ http://www.newcastle.edu.au/policylibrary/000641.html
No Assignment Re-submission
Students who have failed an assignment are not permitted to revise and resubmit it in
this course. However, students are always welcome to contact their Tutor, Lecturer
or Course Coordinator to make a consultation time to receive individual feedback on
their assignments.
Remarks
Students can request to have their work re-marked by the Course Coordinator or
Discipline Convenor (or their delegate); three outcomes are possible: the same grade,
a lower grade, or a higher grade being awarded. Students may also appeal against
their final result for a course. Please consult the University policy at:
http://www.newcastle.edu.au/study/forms/
Return of Assignments
Students can collect assignments from a nominated Student Hub during office
hours. Students will be informed during class which Hub to go to and the earliest date
that assignments will be available for collection. Students must present their student
identification card to collect their assignment.
Preferred Referencing Style
In this course, it is recommended that you use the Chicago style referencing system
for sources used in assignments. Inadequate or incorrect reference to the work of
others may be viewed as plagiarism and result in reduced marks or failure.
Refer to the instructions at the back of this course guide.
Online Tutorial Registration:
Students are required to enrol in the Lecture and a specific Tutorial time for this
course via the Online Registration system:
http://studinfo1.newcastle.edu.au/rego/stud_choose_login.cfm
Registrations close at the end of week 2 of semester.
Studentmail and Blackboard: www.blackboard.newcastle.edu.au/
This course uses Blackboard and studentmail to contact students, so you are
advised to keep your email accounts within the quota to ensure you receive advised
messages. To receive an expedited response to queries, post questions on the
School of Humanities and Social Science
7
Blackboard discussion forum if there is one, or if emailing staff directly use the course
code in the subject line of your email. Students are advised to check their studentmail
and the course Blackboard site on a weekly basis.
Student Representatives
Student Representatives are a major channel of communication between students
and the School. Contact details of Student Representatives can be found on School
websites.
Student Communication
Students should discuss any course related matters with their Tutor, Lecturer, or
Course Coordinator in the first instance and then the relevant Discipline or Program
Convenor. If this proves unsatisfactory, they should then contact the Head of School
if required. Contact details can be found on the School website.
Essential Online Information for Students
Information on Class and Exam Timetables, Tutorial Online Registration, Learning
Support, Campus Maps, Careers information, Counselling, the Health Service and a
range of free Student Support Services can be found at:
http://www.newcastle.edu.au/currentstudents/index.html
Grading guide
49% or less
Fail
(FF)
50% to 64%
Pass
(P)
65% to 74%
Credit
(C)
75% to 84%
Distinction
(D)
85% upwards
High
Distinction
(HD)
An unacceptable effort, including non-completion. The student has not
understood the basic principles of the subject matter and/or has been unable to
express their understanding in a comprehensible way. Deficient in terms of
answering the question, research, referencing and correct presentation
(spelling, grammar etc). May include extensive plagiarism.
The work demonstrates a reasonable attempt to answer the question,
shows some grasp of the basic principles of the subject matter and a basic
knowledge of the required readings, is comprehensible, accurate and
adequately referenced.
The work demonstrates a clear understanding of the question, a capacity to
integrate research into the discussion, and a critical appreciation of a
range of different theoretical perspectives. A deficiency in any of the
above may be compensated by evidence of independent thought.
The work is coherent and accurate.
Evidence of substantial additional reading and/or research, and evidence of
the ability to generalise from the theoretical content to develop an
argument in an informed and original manner. The work is well
organised, clearly expressed and shows a capacity for critical analysis.
All of the above, plus a thorough understanding of the subject matter based on
substantial additional reading and/or research. The work shows a high level
of independent thought, presents informed and insightful discussion of
the topic, particularly the theoretical issues involved, and demonstrates a
well-developed capacity for critical analysis.
School of Humanities and Social Science
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OVERVIEW OF SEMINAR
AND LECTURE TIMETABLE
Date
Seminars
Lectures
Week 1
No seminars this week
Introductory Lecture
Week 2
Introductory seminar
A. Ancien Régime France
B. Ancien Régime France
Week 3
Ancien Régime France
A. The Decline of the Monarchy
B. The Calling of the Estates-General
Week 4
The Nobilty, the Parlements A. The Urban and Rural Revolt
and the Pre-revolution
B. The End of the Moderate Revolution
Rural and Urban Revolt
A. The Rise of the Republican Movement
Week 5
B. The War Against Europe
Week 6
Religion and the Church
Week 7
Radical Politics and the A. The Fall of the Girondins
People
B. The Dominance of the Sans-culottes
Mid-Semester Recess
Week 8
The Terror
A. The Fall of the Monarchy
B. The Struggle for Power
Friday, 6 April to Friday, 20 April
A. The Dictatorship of the Committee of
Public Safety
B. The Fall of Robespierre and the End
of the Terror
Week 9
The Rise of Napoleon
Week 10
Napoleonic France: Order A. The Fabrication of Power
and Stability
B. Founding an Empire: The Conquest of
Major Essay Due
Europe
Week 11
Napoleon’s
Europe
Week 12
The Fall of Napoleon
Trial preparation
Trial preparation
Week 13
Week 14
Conquest
A. The Bourgeois Republic
B. Brumaire: The Acquisition of Power
of A. The Peninsular War
B. The Invasion of Russia
A. Napoleon’s Fall from Power
B. The Nature of Napoleonic Imperialism
A. The Impact of the Revolution and
Napoleon on France and Europe
The French Revolution
and Napoleon on Trial
School of Humanities and Social Science
9
READING LIST
You are expected to read extensively and to become acquainted with the works of
the major historians and with the major historiographical debates. The list below is
meant to serve as a guideline; there are fuller reading lists attached to the seminar
topics and, of course, you should take the initiative to delve into the library and read
whatever you find of interest there. All of the books and articles mentioned in the
seminar reading lists are held on short loan or on three-day loan.
Textbooks
are available for purchase at the University Bookshop.
D. M. G. Sutherland, The French Revolution and Empire: The Quest for a Civic
Order. London: Blackwell, 2003.
François Furet, The French Revolution, 1770-1814. London: Blackwell, 1996.
Peter McPhee, The French Revolution, 1789-1799. Oxford: OUP, 2002.
William Doyle, The Oxford History of the French Revolution. Oxford: OUP, 1989.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution.
London: Macmillan, 1994.
Highly recommended reading
T. C. W. Blanning. The French Revolutionary Wars, 1787-1802. London: Edward
Arnold, 1996.
Malcom Crook, Napoleon comes to power: Democracy and dictatorship in
revolutionary France, 1795-1804. Cardiff: University of Wales Press, 1998.
Jean Paul Kauffmann, The Black Room at Longwood: Napoleon’s Exile on St.
Helena. 1998.
Hugh Gough, The Terror in the French Revolution. London: Macmillan, 1998.
Peter McPhee, Living the French Revolution, 1789-1799. London: Palgrave
Macmillan, 2007.
Simon Schama, Citizens. A Chronicle of the French Revolution. New York:
Vintage, 1989.
Other recommended texts
On the French Revolution
David Andress, French Society in Revolution, 1789-1799. Manchester: Manchester
University Press, 1999.
T. C. W. Blanning, The French Revolution: Aristocrats versus Bourgeois. Oxford:
OUP, 1987.
William Doyle, The French Revolution. Oxford: OUP, 2001.
William Doyle, Origins of the French Revolution. Oxford: OUP, 1988.
Alan Forrest, The French Revolution. Oxford: Blackwell, 1995.
Peter Jones (ed.), The French Revolution in Social and Political Perspective.
London: Arnold, 1996.
Jeremy Popkin, A Short History of the French Revolution. New Jersey: Prentice
Hall, 1998.
Michel Vovelle, The Fall of the French Monarchy. Cambridge: CUP, 1984.
School of Humanities and Social Science
10
On Napoleon and the Empire
David A. Bell, The First Total War: Napoleon's Europe and the Birth of Warfare
as We Know It. Boston: Houghton Mifflin Co., 2007.
Michael Broers, Europe under Napoleon. London: Edward Arnold, 1996.
Philip Dwyer (ed.), Napoleon and Europe. London: Addison Wesley Longman,
2001.
Philip Dwyer and Alan Forrest (eds), Napoleon and His Empire: Europe, 18041814. London: Palgrave Macmillan, 2006.
Geoffrey Ellis, Napoleon. London: Addison Wesley Longman, 1996.
Geoffrey Ellis, The Napoleonic Empire. London: Macmillan, 1991,
Charles Esdaile, The Wars of Napoleon. London: Addison Wesley Longman, 1995.
Charles Esdaile, French Wars, 1792-1815. London: Routledge, 2001.
David Gates, The Napoleonic Wars, 1803-1815. London: Arnold, 1997.
Frank A. Kafker and James M. Laux (eds), Napoleon and His Times: Selected
Interpretations. Malabar: Krieger, 1989.
Laven, David and Riall, Lucy (eds), Napoleon’s Legacy: Problems of Government
in Restoration Europe. Berg: Oxford, 2000.
Biographies
For the Revolution
Philip Dwyer, Talleyrand. London: Longman, 2002.
Antonia Fraser, Marie Antoinette: The Journey. New York: Anchor Books, 2002.
N. Hampson, Danton. London: Duckworth, 1978.
N. Hampson, Saint-Just. Oxford: Blackwell, 1991.
John Hardman, Louis XVI. New Haven and London: Yale University Press, 1993.
John Hardman, Robespierre. London: Longman, 1999.
John Hardman, Louis XVI: The Silent King. London: Arnold, 2000.
Evelyne Lever, Marie Antoinette: The Last Queen of France. New York: Farrar,
Straus and Giroux, 2000.
On Napoleon
Philip Dwyer, Napoleon Bonaparte: The Path to Power, 1769-1799. London:
Bloomsbury (June 2007).
Steven Englund, Napoleon: A Political Life. New York: Scribner, 2004.
George Lefebvre, Napoleon. London: Routledge, 1969.
Felix Markham, Napoleon. London: Weidenfeld and Nicholson, 1963.
Felix Markham, Napoleon and the Awakening of Europe. Harmondsworth: Penguin, 1958.
Alan Schom, Napoleon Bonaparte. London: Harper Collins, 1998.
J. M. Thompson, Napoleon Bonaparte: His Rise and Fall. Oxford: Blackwell, 1952.
Primary Sources
Jack R. Censer and Lynn Hunt. Liberty, equality, fraternity: exploring the French Revolution.
University Park, Pa., Pennsylvania State University Press, 2001.
School of Humanities and Social Science
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Richard Cobb and Colin Jones (eds), The French Revolution: voices from a momentous epoch, 17891795. London: Simon & Schuster, 1988.
Philip Dwyer and Peter McPhee (eds), The French Revolution and Napoleon: A Sourcebook. London:
Routledge, 2002.
J. Christopher Herold (ed.), The mind of Napoleon: a selection from his written and spoken words.
New York: Columbia University Press, 1961.
Jocelyn Hunt, The French Revolution (London ; New York, NY: Routledge, 1998).
J. Gilchrist and W. Murray, eds., The Press in the French Revolution; a selection of documents taken
from the press of the Revolution for the years 1789-1794 (London, 1971).
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951).
J. M. Thompson (ed.), Napoleon’s Letters. London: Dent, 1954.
M. Walzer, Regicide and Revolution: speeches at the trial of Louis XVI (London, 1974).
Donald Wright, The French Revolution: introductory documents (St. Lucia, Queensland 1975).
Recommended Web Sites (containing documentary sources)
Liberty, Equality, Fraternity. Exploring the French Revolution — http://chnm.gmu.edu/revolution/
NapoleonSeries.Org — http://www.napoleonseries.com/index.cfm
Reference guides
There are a number of good dictionaries that you should consult whenever you are unsure about an
individual or an event that you are reading or researching.
David Chandler, Dictionary of the Napoleonic Wars. New York: Macmillan, 1979.
Owen Connelly, Harold T. Parker, et al. Historical dictionary of Napoleonic France, 1799-1815.
Westport, Conn.: Greenwood Press, 1985.
Clive Emsley, The Longman Companion to Napoleonic Europe. London: Addison Wesley Longman,
1993.
Francois Furet, and Mona Ozouf (eds.), A Critical Dictionary of the French Revolution. Cambridge,
Mass.: Belknap Press of Harvard University Press, 1989.
Colin Jones, The Longman Companion to the French Revolution. London: Longman, 1990.
S. Scott and B. Rothaus (eds), Historical Dictionary of the French Revolution. 2 vols. Westport,
Conn.: Greenwood Press, 1985.
Other useful general histories
George Lefebvre, The Coming of the French Revolution. Princeton: Princeton University Press, 1967.
Gwynne Lewis, The French Revolution: Rethinking the Debate. London: Routledge, 1993.
Pieter Geyl, Napoleon: For and Against. Harmondsworth: Penguin, 1982.
Furet, F. and Richet, D. The French Revolution. London: Weidenfeld & Nicholson, 1970.
George Rudé, The French Revolution. London: Weidenfeld and Nicholson, 1988.
Paul W. Schroeder, The Transformation of European Politics, 1763-1848. Oxford: OUP, 1992.
H. M. Scott, The Birth of a Great Power System, 1740-1815. Harlow: Pearson/Longman,
2006.
Stuart Woolf, Napoleon’s Integration of Europe. London: Routledge, 1991.
D. G. Wright, Napoleon and Europe. London: Addison Wesley Longman, 1984.
School of Humanities and Social Science
12
Seminar Programme
Week 1
19 February
There is an introductory lecture this week.
There are no seminars this week
School of Humanities and Social Science
13
Week 2
26 February
Introductory seminar this week
The first seminar will mainly be concerned with explaining what the course is about
and answering any questions you may have. This is the first time that you will meet
your tutor and the other people in the class with whom you will be working for the
next three months. So, we will take a little time out to find out what the tutor expects
of you, what the course is about and, just as importantly, what you expect from the
tutor and the course.
School of Humanities and Social Science
14
Week 3
5 March
The Ancien Régime:
Government and Society
The problem
An analysis of pre-revolutionary French society is necessary if we are to understand how the
Revolution came about and if we are to appreciate the extent of the changes which occurred after 1789.
This seminar will concentrate on the social and administrative structures of France under the Ancien
Régime and will look at some of the problems that it was faced with. By the end of your readings you
should be familiar with the monarchy and the manner in which the king ruled; the nature and structure
of French society, especially the parts played in it by the nobility and the bourgeoisie; and whether
France was any more or less stagnant than other European societies.
Seminar themes
Why was the French monarchy unable to impose badly needed reforms during the years leading up to
1789?
Do ideas make revolutions?
The Government
Peter Campbell, The Ancien Regime in France (Oxford, New York, 1988).
W. Doyle, The Ancien Regime (Basingstoke, Hampshire, 1986).
W. Doyle, Origins of the French Revolution (Oxford, New York, 1988), chs. 6 and 7.
W. Doyle, The Oxford History of the French Revolution (Oxford, 1989), ch. 1.
François Furet & Mona Ozouf, A Critical Dictionary of the French Revolution (Cambridge, Mass.,
1989), esp. the articles on Ancien Régime, Louis XVI, Marie-Antoinette, Necker, and the Constitution.
John Hardman, Louis XVI (New Haven and London, 1993).
John Hardman, French Politics, 1774-89 (London, 1995), esp. chs. 9 and 10 on the king and queen, and
11 and 12 on the monarchy and politics.
Peter Jones, The Peasantry in the French Revolution (Cambridge, 1988), ch. 1.
P. M. Jones, Reform and Revolution in France: The Politics of Transition, 1774-91 (Cambridge, 1995),
ch. 1.
Peter McPhee, A Social History of France, 1780-1880 (London, 1992), ch. 1.
Annie Moulin, Peasantry and Society in France since 1789 (Cambridge, 1991), pp. 4-23.
David Parker, The Making of French Absolutism (London, 1983), pp. 118-151.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 1.
Albert Soboul, The French Revolution, 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), ch. 2.
Michel Vovelle, The Fall of the French Monarchy (Cambridge, 1984), pp. 24-37.
Society and the Economy
David Andress, French Society in Revolution (Manchester, 1999), ch. 1.
School of Humanities and Social Science
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P. M. Jones, Reform and Revolution in France: The Politics of Transition, 1774-91 (Cambridge, 1995),
ch. 2.
G. Lefebvre, The Coming of the French Revolution (Princeton, N. J., 1967).
Peter McPhee, The French Revolution, 1789-1799 (Oxford, 2002), ch. 1.
The Enlightenment
Keith Baker, Inventing the French Revolution: essays on French political culture in the eighteenth
century (Cambridge, 1990), pp. 12-27.
Keith Baker, ed., The French Revolution and the Creation of Modern Political Culture, vol. 1 (Oxford,
1987), esp. the articles by Doyle and Baker.
Keith Baker, “Enlightenment and Revolution in France: Old Problems, Renewed Approaches,” Journal
of Modern History 53 (1981): 281-303.
T. C. W. Blanning, The French Revolution: aristocrats versus bourgeois? (Houndmills, Basingstoke,
Hampshire, 1987), pp. 18-32.
Maurice Cranston, “Ideas and Ideologies,” History Today 5 (1989): 10-14.
Roger Chartier, “Do Books Make Revolutions?,” in The French Revolution in social and political
perspective (London, 1996), ed. Peter Jones, pp. 166-188.
Robert Darnton, “The Facts of Literary Life in Eighteenth Century France,” in The French Revolution
and the Creation of Modern Political Culture, ed. Keith Baker, vol. 1, pp. 261-291.
R. Darnton, The Literary Underground of the Old Régime (Cambridge, 1982).
François Furet & Ozouf, A Critical Dictionary of the French Revolution (Cambridge, Mass., 1989), esp.
contributions on the Ancien Regime, Enlightenment, Montesquieu, Rousseau, and Sovereignty.
N. Hampson, Will and Circumstance. Montesquieu. Rousseau and the French Revolution (London,
1983).
Margaret Jacob, “The Enlightenment Redefined,” in The French Revolution in social and political
perspective (London, 1996), ed. Peter Jones, pp. 203-13.
G. Lewis, The French Revolution: Rethinking the Debate (London, 1993), ch. 1.
Dorinda Outram, The Enlightenment (Cambridge, New York, 1995), ch. 2.
William H. Sewell Jr., “Ideologies and Social Revolutions: Reflections on the French Case,” Journal of
Modern History 57 (1985): 57-85.
Timothy Tackett, Becoming a Revolutionary: the deputies of the French National Assembly and the
emergence of a revolutionary culture (Princeton, N. J., 1995), ch. 2.
Michel Vovelle, The Fall of the French monarchy, 1787-1792 (Cambridge, 1984), pp. 59-72.
School of Humanities and Social Science
16
Week 4
12 March
The Nobility, the Parlements and the Pre-Revolution
The problem
Supreme paradox, it was the privileged classes that instituted the chain of events leading to the
Revolution which saw their downfall. This at least was the commonly accepted interpretation amongst
Marxist historians up until the 1960s. But is this an adequate explanation? Certainly the members of the
Parlements, the courts of justice, were the first to speak publicly of fundamental rights and liberties and
it was they who clamoured for the convocation of the Estates-General when faced with what they
considered to be ‘ministerial despotism.’ But did they for all that cause the Revolution?
Seminar themes
Was the conflict between the nobility and the bourgeoisie before 1789 a class conflict?
How responsible were the personal failings of Marie-Antoinette and Louis XVI for the outbreak of revolution in 1789?
To what extent do the cahiers suggest that a revolution had occurred in the minds of the French people
before 1789?
The Nobility and the Parlements
David Andress, French Society in Revolution (Manchester, 1999), ch. 2.
Nigel Aston, The End of an Elite: The French Bishops and the Coming of the Revolution, 1786-90
(Oxford, 1992), ch. 1.
William Doyle, The Oxford History of the French Revolution (Oxford, 1989), ch. 3.
William Doyle, The Origins of the French Revolution (Oxford, 1988), pp. 98-114.
William Doyle “Was there an aristocratic reaction in pre-revolutionary France,” Past and Present, 57
(1972), pp. 97-122.
Alan Forrest, The French Revolution (Oxford, 1995), pp. 13-39.
P. M. Jones, Reform and Revolution in France: The Politics of Transition, 1774-91 (Cambridge, 1995),
ch. 5.
George Lefebvre, The French Revolution from its Origins to 1793 (London, 1964), vol. 1, pp. 43-49
and 97-130.
Peter McPhee, The French Revolution, 1789-1799 (Oxford, 2002), ch. 2.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), pp. 21-6.
D. M. G. Sutherland, France 1789-1815: Revolution and Counter-Revolution (London, 1985), chs. 1
and 2.
Michel Vovelle, The Fall of the French Monarchy (Cambridge, 1984), pp. 73-98.
School of Humanities and Social Science
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The Bourgeoisie
Robert Darnton, “A bourgeois puts his world in order: the city as text,” in The Great Cat Massacre and
Other Episodes in French Cultural History, pp. 105-140.
C. Jones, “Bourgeois Revolution revivified: 1789 and social change,” in Rewriting the French
Revolution, ed. C. Lucas (1991), pp. 69-118.
Colin Lucas, “Nobles, bourgeois and the origins of the French Revolution,” Past and Present 60
(1973): 84-126.
S. Scott & B. Rothaus, eds., Historical Dictionary of the French Revolution (Westport, Conn., 1984),
article on the “Bourgeoisie”.
Louis XVI and Marie-Antoinette
Rory Browne, “The Diamond Necklace affair revisited,” Renaissance and Modern Studies 33 (1989):
21-39.
Terry Castle, “The Marie Antoinette Obessession,” in The Apparitional Lesbian (New York, 1993), pp.
107-149.
Antonia Fraser, Marie Antoinette (London, 2002).
Evelyne Lever, Marie Antoinette: The Last Queen of France (New York, 2001).
John Hardman, French politics, 1774-1789: from the accession of Louis XVI to the
fall of the Bastille (London, 1995), chs. 9 and 10.
John Hardman, Louis XVI (New Haven, Conn., 1993).
John Hardman, Louis XVI: the silent king (London, 2000).
Lynn Hunt, “The Many Bodies of Marie-Antoinette: Political Pornography and the Problem of the
Feminine in the French Revolution,” in id., Eroticism and the Body Politic (Baltimore, 1991), pp. 108130.
Sarah Maza, “The Diamond Necklace Affair Revisited (1785-1786): The Case of the Missing Queen,”
in Eroticism and the Body Politic, ed. Lynn Hunt (Baltimore, 1991), pp. 63-89.
Sarah Maza, Private Lives and Public Affairs: The Causes Célèbres of pre-Revolutionary France
(Berkeley, 1993), pp. 167-211.
School of Humanities and Social Science
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Week 5
19 March
Urban and Rural France in Revolt:
Peasant and Worker Mentality in 1789
The problem
There is no doubt that the peasant revolts during summer of 1789 helped bring about the end of the
Ancien Régime but there is complete disagreement about why these revolts took place. According to the
French Marxist historian, Albert Soboul, the peasantry revolted in order to free themselves from a
repressive feudal society. The revisionist historian, François Furet, on the other hand, argues that this
interpretation is greatly exaggerated and asserts that the aristocracy served as a scapegoat for the
peasantry. Which interpretation is right, or do both contain an element of historical truth? How does
one explain the outbreak of peasant violence in 1789? The “popular revolt” also spread to Paris. Was
the storming of the Bastille part of a national uprising or simply a Parisian riot?
Seminar theme
Why did the Revolution become a popular movement by the summer of 1789?
The Peasantry
David Andress, French Society in Revolution (Manchester, 1999), ch. 3.
William Doyle, The Origins of the French Revolution (Oxford, 1988), ch. 12.
François Furet, Interpreting the French Revolution (Cambridge, 1981), pp. 92-100.
F. Furet and D. Richet, The French Revolution (London, 1970), pp. 82-84.
Peter Jones, The Peasantry in the French Revolution (Cambridge, 1988), pp. 30-34 and 60-85.
Peter Jones, “The Peasant revolt?,” History Today 5 (1989): 15-19.
Georges Lefebvre, The Coming of the French Revolution (Princeton, N. J., 1967), pp. 127-130.
John Markoff, “Peasant Grievances and Peasant Insurrection: France in 1789,” Journal of Modern
History 62 (1990): 445-476.
J. Markoff, “Violence, emancipation and democracy: the countryside and the French Revolution,”
American Historical Review 100 (1995): 360-86.
Peter McPhee, The French Revolution, 1789-1799 (Oxford, 2002), ch. 3.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), pp. 26-34.
Albert Soboul, “An Attack on Feudalism,” in The French Revolution. Conflicting Interpretations
(Malabar, Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 82-93.
D. M. G. Sutherland, France 1789-1815: Revolution and Counter-Revolution
(London, 1985), pp. 49-52, 68-80.
Arthur Young, Travels in France in the Years 1787, 1788 and 1789 (Cambridge, 1929).
The Palais Royal
Jules Michelet, History of the French Revolution (Chicago, 1967).
Arthur Young, Travels in France in the Years 1787, 1788 and 1789 (Cambridge, 1929).
Robert Isherwood, Farce and Fantasy. Popular Entertainment in Eighteenth-Century Paris (New
York, 1986), ch. 8.
School of Humanities and Social Science
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D. M. McMahon, “The Birthplace of the Revolution: Politics and Political Community in the PalaisRoyal of Louis-Philippe d’Orléans, 1781-1789,” French History, 10 (1996): 1-29.
The Storming of the Bastille
R. Cobb, “The beginning of the Revolutionary crisis in Paris,” in A Second Identity, ed. R. Cobb
(London, 1969), pp. 145-58.
W. Doyle, The Oxford History of the French Revolution (Oxford, 1989), chs. 4, 5
Jacques Godechot, “The Uprising of July 14: Who Participated?” in The French Revolution.
Conflicting Interpretations (Malabar, Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 66-79.
G. Lefebvre, The Coming of the French Revolution (Princeton, N. J., 1967), pp. 110-122.
Hans-Jurgen Lusebrink and Rolf Reichardt, The Bastille: A History of a Symbol of Despotism and
Freedom (Durham, N. C., 1998), pp. 38-47.
S. Schama, Citizens: a chronicle of the French Revolution (London, 1989), pp. 369-469.
School of Humanities and Social Science
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Week 6
26 March
The Catholic Church
and the Civil Constitution of the Clergy
The problem
Just as the revolutionaries attempted to transform the State’s administrative and financial apparatus, so
too did they attempt to transform the Church into a temporal institution. The Revolution’s answer to the
Church was the Civil Constitution of the Clergy, introduced in June 1790. This was the most
controversial of all the reforms introduced by the Constituent Assembly. The Revolution’s treatment of
the Church forced many of its members into the counter-revolution and linked republicanism with anticlericalism for more than a century to come. Where did the Assembly go wrong? Were the deputies
motivated by practical or ideological reasons?
Seminar theme
Was a clash between the Church and the Revolution inevitable?
The Church
N. Aston, The End of an Elite: The French Bishops and the Coming of the Revolution, 1786-1790
(Oxford, 1992), chs. 8-12.
William Doyle, The Oxford History of the French Revolution (Oxford, 1989), pp. 139-46.
Philip Dwyer, Talleyrand (London, 2002), ch. 2.
F. Furet & M. Ozouf, Critical Dictionary of the French Revolution (Cambridge, Mass., 1989), article
on Civil Constitution of Clergy.
Ralph Gibson, A Social History of French Catholicism, 1789-1914 (New York, 1989), chs. 1 and 2.
André Latreille, “Tragic Errors,’ in The French Revolution. Conflicting Interpretations (Malabar, Fl.,
1989), eds. F. A.. Kafker and J. M. Laux, pp. 120-129.
George Lefebvre, The Coming of the French Revolution (Princeton, N. J., 1967), pp. 39-41 and 166171.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 3.
D. M. G. Sutherland, France, 1789-1815: Revolution and Counter-Revolution (London, 1985), pp. 9399.
T. Tackett, Religion, Revolution and Regional Culture: the Ecclesiastical Oath of 1791: the
ecclesiastical oath of 1791 (Princeton, N. J., 1986), ch. 1.
M. Vovelle, The Revolution against the Church: from reason to the Supreme Being (Columbus, 1991),
pp. 12-24.
School of Humanities and Social Science
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Week 7
2 April
Blood and Bread:
Radical Politics and the People
The problem
The year 1793 was the apogee of what some historians have called ‘The Great Revolution.’ It was the
year when the sans-culottes came into their own, the year when ‘St. Pike’ was venerated. It was also the
year when the Revolution had its back to the wall and when it looked as though things would go badly.
It is almost axiomatic to say that in such circumstances politicians become radical and politics becomes
extreme. Although the popular movement was incredibly violent and full of contradictions, it
nevertheless represented the social and political aspirations of the people, aspirations that inevitably
came into conflict with those of the bourgeoisie. The revolt of the people is one point on which
historians will not only diverge on ideological grounds but on relatively simple questions like whether it
was a good or bad thing, whether it was avoidable or inevitable, indeed whether one should have even
tried to avoid it.
Seminar theme
Who were the sans-culottes and what kind of Republic were they struggling for?
Paris and the Sans-culottes
David Andress, French Society in Revolution (Manchester, 1999), ch. 5.
Richard Cobb, “A Critique,” in The French Revolution. Conflicting Interpretations (Malabar, Fl.,
1989), eds. F. A. Kafker and J. M. Laux, pp. 259-69.
Richard Cobb, “The revolutionary mentality in France,” History 42 (1957): 181-196.
Richard Cobb, “The People and the French Revolution,” Past and Present 15 (1959): 60-72.
Richard Cobb, The Police and the People: French popular protest, 1789-1820 (Oxford, 1970), pp. 172325.
F. Furet, C. Mazauric and L. Bergeron, “The Sans-Culottes and the French Revolution,” in New
Perspectives on the French Revolution (New York, 1965), ed. J. Kaplow, pp. 226-253.
Louis R. Gottschalk, Jean-Paul Marat: a study in radicalism (Chicago, 1967), ch. 4.
G. Lewis, The French Revolution: Rethinking the Debate (London, 1993), pp. 37-49.
C. Lucas, “The Crowd and Politics,” in The French Revolution and the Creation of Modern Political
Culture (Oxford, 1989), ed. C. Lucas, vol. 2, pp. 259-285.
C. Lucas, “The Crowd and Politics between Ancien Régime and Revolution in France,” Journal of
Modern History 60 (1988): 421-457.
C. Lucas, “Talking about Urban Popular Violence in 1789,” in Reshaping France: town, country, and
region during the French Revolution (New York, 1991), eds. Alan Forrest and Peter Jones, pp. 122136.
C. Lucas, “Revolutionary Violence, the People and the Terror,” in The French Revolution and the
Creation of Modern Political Culture (Oxford, 1989), ed. Keith Baker, vol. 4, pp. 57-79.
Lefebvre, G., “Revolutionary Crowds,” in New Perspectives on the French Revolution (New York,
1965), ed. J. Kaplow, pp. 183-190.
George Rudé, “The Rioters,” in The French Revolution. Conflicting Interpretations (Malabar, Fl.,
1989), eds. F. A. Kafker and J. M. Laux, pp. 230-41.
School of Humanities and Social Science
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George Rudé, The Crowd in the French Revolution (Oxford, 1959), pp. 1-45, 178-l91.
Simon Schama, Citizens: a chronicle of the French Revolution (London, 1989), pp. 710-714, 719-722,
731-742.
Albert Soboul, The Parisian Sans-culottes and the French Revolution (Oxford, 1964).
Albert Soboul, “The Sans-Culottes,” in The French Revolution. Conflicting Interpretations (Malabar,
Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 242-58.
Michael Sonenscher, “Artisans, sans-culottes and the French Revolution,” in Reshaping France: town,
country, and region during the French Revolution (New York, 1991), eds. Alan Forrest and Peter
Jones, pp. 105-121.
D. M. G. Sutherland, France, 1789-1815: Revolution and Counter-Revolution (London, 1985), pp. 4968; 82-88; 126-131.
M. J. Sydenham, The French Revolution (London, 1965), pp. 105-107, 114-115, 155-164, 170-181,
199-214.
Gwyn Williams, Artisans and Sans-culottes: popular movements in France and Britain during the
French Revolution (London, 1968), ch. 2.
School of Humanities and Social Science
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Week 8
23 April
The Terror:
Defence or Paranoia?
The problem
The fall of the monarchy did not resolve the problems that the Revolutionary government was faced
with. On the contrary, the dangers emanating outside of France as well as within became even greater.
Unity, which could have been achieved using the monarchical principle as a rallying force, was now
impossible. Mirabeau was dead, Lafayette had deserted, Barnave had been relegated to the background
and the Girondins were no longer able to control the popular movement. The Revolution seemed to be
lost, all the more so since the Prussians were on French soil and were approaching Paris. This was the
backdrop to the beginning of the darkest chapter in the Revolution, but is it an adequate explanation of
why the Terror came about?
Seminar theme
Was the Terror an aberration or an emergency response to the threat of foreign invasion and counter-revolution?
The Terror
David Andress, French Society in Revolution (Manchester, 1999), ch. 7.
William Doyle, The Oxford History of the French Revolution (Oxford, 1989), ch. 11.
D. D. Bien, “François Furet, the Terror and 1789,” French Historical Studies, 16 (1990): 777-784.
Crane Brinton, “A Kind of Religious Faith,” in The French Revolution. Conflicting Interpretations
(Malabar, Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 193-204.
Richard Cobb, Reactions to the French Revolution (London, 1972), pp. 75-94.
Richard Cobb, “Some Aspects of the Revolutionary Mentality,” in New Perspectives on the French
Revolution (New York, 1965), ed. Jeffrey Kaplow, pp. 310-37.
Alan Forrest, The French Revolution (Oxford, 1995), pp. 64-70.
F. Furet and D. Richet, French Revolution (London, 1970), ch. 7.
F. Furet and M. Ozouf, A Critical Dictionary of the French Revolution (Cambridge, Mass., 1989), esp.
the articles on the Terror, Danton, Robespierre, Sans-culottes, and the Committee of Public Safety.
Hugh Gough, The Terror in the French Revolution (New York, 1998).
Norman Hampson, The Terror in the French Revolution (London, 1981). Historical Association
pamphlet.
N. Hampson, Danton (London, 1978).
N. Hampson, Saint-Just (Oxford, 1991).
Georges Lefebvre, “A Synthesis,” in The French Revolution. Conflicting Interpretations (Malabar, Fl.,
1989), eds. F. A. Kafker and J. M. Laux, pp. 220-28.
Georges Lefebvre, The Coming of the French Revolution (Princeton, N. J., 1967), ch. 2.
Albert Mathiez, “A Realistic Necessity,” in The French Revolution. Conflicting Interpretations
(Malabar, Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 187-192.
Peter McPhee, The French Revolution, 1789-1799 (Oxford, 2002), ch.7.
R .R. Palmer, Twelve Who Ruled: The Year of the Terror in the French Revolution (Princeton, 1970).
School of Humanities and Social Science
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Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 5.
D. M. G. Sutherland, France, 1789-1815: Revolution and Counter-Revolution (London, 1985), ch. 6.
M. J. Sydenham, The First French Republic (London, 1974), ch. 1.
Timothy Tackett, “The Constituent Assembly and the Terror,” in The French Revolution and the
Creation of Modern Political Culture (Oxford, 1989), ed. Keith Baker, vol. 4, pp. 39-54.
Robespierre
Norman Hampson, The life and opinions of Maximilien Robespierre (London, 1974).
John Hardman, Robespierre (London, 1999), esp. ch. 8.
Colin Haydon and William Doyle (eds), Robespierre (Cambridge, 1999).
David P. Jordan, The revolutionary career of Maximilien Robespierre (New York, 1985).
George Rude (ed.), Robespierre (Englewood Cliffs, N.J., 1967).
George Rude, Robespierre: portrait of a Revolutionary Democrat (London, 1975).
J. M. Thompson, Robespierre and the French revolution (London, 1952).
The 9 Thermidor
John Hardman, Robespierre (London, 1999), esp. ch. 11.
Martyn Lyons, France under the Directory (Cambridge, 1975), ch. 1.
M. Lyons, “The 9 Thermidor: Motives and Effects,” European Studies Review, (1975),
Richard Bienvenu (ed.), The ninth of Thermidor: the fall of Robespierre (New York, 1968),
Georges Lefebvre, The Thermidorians (London, 1965).
Denis Woronoff, The Thermidorean regime and the directory, 1794-1799 (Cambridge, 1984).
School of Humanities and Social Science
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Week 9
30 April
The Rise of Napoleon Bonaparte
The problem
On 9-10 November 1799 (18-19 Brumaire, year VIII), the government of the Directory was overthrown
by a military coup and Napoleon became First Consul. He was thirty years of age and was poised to
become master of France. To some historians, this event represents a disaster for the French people since
it was the beginning of a military dictatorship that, it is argued, destroyed a budding democracy. To
others, he restored the French people’s confidence in the future and brought order to a chaotic, violent
and faction ridden country. The people of Paris, in any event, tired of so many political upheavals, did
not react. Was the coup of Brumaire simply another in a long line of coups, or was it a break from the
revolutionary tradition? How did the common people in France react to the rule of Napoleon?
Seminar themes
What kind of man was Napoleon? What were some of the cultural and political factors that influenced
the formation of his personality?
Was Napoleon’s rise to power an accident, the consequence of his own unique genius, or more the
consequence of deep-rooted forces in French history?
Napoleon’s Early Years
Philip Dwyer, ‘From Corsican Nationalist to French Revolutionary: Problems of Identity in the
Writings of the Young Napoleon, 1785-1793’, French History 16 (2002): 132-52.
Geoffrey Ellis, Napoleon (London, 1997), ch. 2.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), chs. 1-3.
Harold T. Parker, “Napoleon’s Youth and Rise to Power”, in Philip Dwyer (ed), Napoleon and Europe
(London, 2001), pp. 25-42.
Harold T. Parker, “The Roots of Personality,” in Frank A. Kafker and James M. Laux, Napoleon and
His Times (Malabar, Fl., 1989), pp. 2-21.
Alan Schom, Napoleon Bonaparte (London, 1998), ch. 1.
The First Italian Campaign, 1796-97
T. C. W. Blanning, The French Revolutionary Wars (London, 1996), chs. 5 and 7.
Owen Connelly, Blundering to Glory: Napoleon’s military campaigns (Wilmington, Del., 1987), ch. 1.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), chs. 2 and
3.
Felix Markham, Napoleon (London, 1963), chs. 1-3.
J. M. Thompson, Napoleon Bonaparte (Oxford, 1958), chs. 2-3.
Egypt
T. C. W. Blanning, The French Revolutionary Wars, ch. 6.
David Chandler, The Campaigns of Napoleon (London, 1966), part 4.
J. Christopher Herold, Bonaparte in Egypt (London, 1963).
School of Humanities and Social Science
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J. Christopher Herold, “Napoleon in Action: The Egyptian Campaign,” in Frank A. Kafker and James M.
Laux, Napoleon and His Times (Malabar, Fl., 1989), pp. 22-36.
Felix Markham, Napoleon (London, 1963), ch. 4.
Paul Schroeder, The Transformation of European Politics, 1763-1848, pp. 177-182.
The Road to Brumaire
David Andress, French Society in Revolution (Manchester, 1999), ch. 8.
Malcom Crook, Napoleon comes to power: Democracy and dictatorship in revolutionary France,
1795-1804. (Cardiff, 1998), ch. 3.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), ch. 4.
Peter McPhee, The French Revolution, 1789-1799 (Oxford, 2002), ch. 8.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 6.
M. Rapport, “Napoleon’s Rise to Power,” History Today (1998), pp.
Reactions to the Coup of Brumaire
Albert Leon Guerard, “The Death of Liberty,” in Frank A. Kafker and James M. Laux, Napoleon and
His Times (Malabar, Fl., 1989), pp. 48-49.
Albert Vandal, “The Restoration of Order and National Unity,” in Frank A. Kafker and James M. Laux,
Napoleon and His Times (Malabar, Fl., 1989), pp. 50-56.
School of Humanities and Social Science
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Week 10
7 May
Napoleonic France:
Order and Stability
The problem
The Republican Consulate ended with the proclamation of the hereditary Empire in May 1804, and was
symbolically transformed into an empire with the crowning of Napoleon in December of that same
year. The First Empire, as it came to be known, was made up of French, but also of many non-French
speaking departments and was to reach its maximum point of expansion around 1811. In order to keep
the heterogeneous nature of the Empire together, it was necessary to introduce a uniform administration
and laws. It was these “tools of conquest”, as Stuart Woolf calls them, that enabled the Napoleonic
expansion to be carried out so effectively. This week we are going to look at a number of different
branches of this militaro-administrative complex and discuss what role each of these parts played in the
formation of the Empire.
Seminar themes
How did Napoleon consolidate his personal power in the years after Brumaire?
Why did Napoleon introduce the empire in 1804?
Napoleonic France
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 7.
Geoffrey Ellis, Napoleon (London, 1997), ch. 3.
Isser Woloch, “The Napoleonic Regime and French Society,” in Philip Dwyer (ed), Napoleon and Europe
(London, 2001), pp. 60-78.
The Plebiscite
Claude Langlois, “The Voters,” in Frank A. Kafker and James M. Laux, Napoleon and His Times
(Malabar, Fl., 1989), pp. 57-65.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), ch. 9.
The Opposition
Geoffrey Ellis, Napoleon (London, 1997), pp. 53-59.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), ch. 10.
Eric A. Arnold, “Some Observations on the French Opposition to Napoleonic Conscription, 1804-1806,”
in Frank A. Kafker and James M. Laux, Napoleon and His Times (Malabar, Fl., 1989), pp. 139-148.
Howard Brown, ‘From Organic Society to Security State: The war on brigandage in France, 1797-1802’,
Journal of Modern History 69 (1997), pp.
Gwynne Lewis, “Political brigandage and popular disaffection in the south-east of France 1795-1804,” in
G. Lewis and C. Lucas, eds, Beyond the Terror: Essays in French Regional and Social History, 17941815 (Cambridge, 1983), pp. 195-231.
Michael Sibalis, “The Napoleonic Police State,” in Philip Dwyer (ed), Napoleon and Europe (London,
2001), pp. 79-94.
School of Humanities and Social Science
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Jean Vidalenc, “Opposition during the Consulate and the Empire,” in Frank A. Kafker and James M.
Laux, Napoleon and His Times (Malabar, Fl., 1989), pp. 122-138.
The Concordat
Alphonse Aulard, ‘An Unnecessary Papal Victory,’ in Frank A. Kafker and James M. Laux, Napoleon
and His Times (Malabar, Fl., 1989), pp. 86-90.
Geoffrey Ellis, Napoleon (London, 1997), pp. 59-66.
Jean-Marie Leflon, ‘A Compromise for Mutual Advantage,’ in Frank A. Kafker and James M. Laux,
Napoleon and His Times (Malabar, Fl., 1989), pp. 72-85.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), ch. 7.
The Civil Code and the Administration
Geoffrey Ellis, The Napoleonic Empire (London, 1991), ch. 3.
Jacques Godechot, “Institutions,” in Frank A. Kafker and James M. Laux, Napoleon and His Times
(Malabar, Fl., 1989), pp. 278-295.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), chs. 6 and
8.
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Week 11
14 May
Napoleon’s Conquest of Europe
The problem
Stuart Woolf argues that Michael Broers argues that it was Napoleon’s frustration with some of the
smaller European powers to implement the blockade against Britain that led him to expand the empire.
One could reasonably argue, therefore, that it was Britain’s refusal to accept French hegemony on the
Continent that caused the Napoleonic wars to go on for such a long period of time. I would argue, on
the other hand, that Napoleon was driven to conquer Europe for deep-seated psychological reasons that
we may never understand.
Seminar themes
Did Napoleon attempt to create a ‘united’ Europe?
Was he driven to conquer Europe for personal or for political-economic reasons?
Conquest
Jeremy Black, ‘Napoleon’s impact on international relations’, History Today, 48 (1998), pp. 45-51.
Michael Broers, Europe under Napoleon (London, 1996), ch. 1.
Philip Dwyer, “Napoleon and the Drive for Glory,” in Philip Dwyer (ed), Napoleon and Europe
(London, 2001), pp. 118-135.
Philip Dwyer, Talleyrand (London, 2002), ch. 4.
Geoffrey Ellis, Napoleon (London, 1997), ch. 4.
Charles Esdaile, The Wars of Napoleon (London, 1995), ch. 1.
David Gates, The Napoleonic Wars, 1803-1815 (London, 1997), ch. 3.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), chs 14 and
15.
Jeremy Popkin, A Short History of the French Revolution (New Jersey, 1998), ch. 8.
The Continental Blockade
M. Anderson, “The Continental System and Russo-British Relations during the Napoleonic Wars,” in K.
Bourne and D. C. Watt, eds, Studies in International History (London, 1967), pp. 68-80.
Michael Broers, Europe under Napoleon (London, 1996), pp. 144-64.
François Crouzet, “A Serious Cause of Social and Economic Dislocation,” in Frank A. Kafker and James
M. Laux, Napoleon and His Times (Malabar, Fl., 1989), pp. 179-191.
F. Crouzet, “Wars, Blockade and Economic Change in Europe, 1792-1815,” Journal of Economic History
24 (1964), pp. 567-588.
Geoffrey Ellis, The Napoleonic Empire (London, 1991), pp. 95-106.
Geoffrey Ellis, Napoleon (London, 1997), pp. 101-112.
Clive Emsley, British Society and the French Wars 1793-1815 (London, 1979), ch. 7.
Eli Heckscher, “A Challenge Easily Overcome,” in Frank A. Kafker and James M. Laux, Napoleon and
His Times (Malabar, Fl., 1989), pp. 170-178.
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Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), pp. 214220.
Felix Markham, Napoleon (London, 1963), ch. 10.
J. Meyer and J. Bromley, “‘The Second Hundred Years’ War,’” in D. Johnson, F. Bédarida and F.
Crouzet, eds, Britain and France: ten centuries (Folkestone, 1980), pp. 168-171.
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Week 12
21 May
The Fall of Napoleon
The problem
Although the empire continued to grow until about 1811, there was a marked decline in
Napoleon’s military success from about 1808 onwards. Among the causes are his two
greatest strategic mistakes — the Spanish and Russian campaigns. Both were brought about
by his obsession with enforcing the Continental Blockade. Also, by the time Napoleon had
reached the age of forty his physique and character had changed considerably. Although he
was still a hard worker, he had become tired and sick. He was still in possession of his
intellectual skills and had a prodigious memory, but power had transformed him. As First
Consul he had listened to people and taken their advice, but as the Empire progressed and as
some of the more capable men in his entourage were either killed or left him, his egoism and
an over exaggerated confidence in his own abilities led him to make some disastrous
decisions. He tolerated criticism less and less, believed that he was always right.
Seminar theme
How significant was the role played by guerrillas in bringing about the defeat of the French in
Spain?
What possessed Napoleon to take on Russia and think that he could win? The only other
person to have invaded Russia was Hitler. Can a comparison be made between Napoleon
and Hitler in their desire for European/world domination?
Why did Napoleon return from Elba? Why did the allies allow the restoration of the Bourbon
monarchy? What was the logic behind the new division of Europe in 1814-15.
How much did France and Europe change in the years 1799 to 1815 under Napoleon’s rule?
What impact did Napoleon have on France and Europe?
The Spanish Guerrillas
Owen Connelly, Blundering to Glory (Wilmington, Del., 1987), ch. 7.
David Gates, The Napoleonic Wars, 1803-1815 (London, 1997), ch. 8.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994),
pp. 220-225.
Felix Markham, Napoleon (London, 1963), ch. 11.
Don Alexander, “The Impact of Guerrilla Warfare in Spain on French Combat Strength,”
Proceedings of the Annual Meeting of the Western Society for French History (1975), pp. 91103.
Charles Esdaile, “Heroes or Villains? The Spanish Guerrillas in the Peninsula,” History Today
38 (1988), pp. 29-35.
Charles Esdaile, “War and politics in Spain, 1808-1814,” Historical Journal 31 (1988), pp. 295317.
Richard Herr, “God, Evil and Spain’s Rising against Napoleon,” in R. Herr and H. T. Parker,
eds, Ideas in History (Durham, N.C., 1965), pp. 157-181.
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John Lawrence Tone, “Napoleon’s Uncongenial Sea: Guerrilla Warfare in Navarre during the
Peninsular War, 1808-14,” European History Quarterly 26 (1996), pp. 355-382.
John Lawrence Tone, The Fatal Knot: The Guerrilla War in Navarre and the Defeat of
Napoleon in Spain (Chapel Hill, 1994), especially chs. 1 and 9.
The Invasion of Russia
Owen Connelly, Blundering to Glory (Wilmington, Del., 1987), ch. 10.
Charles Esdaile, The Wars of Napoleon (London, 1995), ch. 8.
David Gates, The Napoleonic Wars, 1803-1815 (London, 1997), ch. 9.
Felix Markham, Napoleon (London, 1963), ch. 13.
Harold T. Parker, “Why did Napoleon invade Russia? A study in motivation, personality and
social structure,” Proceedings of the Consortium on Revolutionary Europe (1989), pp. 86-96.
David Chandler, “Napoleon’s Errors of judgement,” in Frank A. Kafker and James M. Laux,
Napoleon and His Times (Malabar, Fl., 1989), pp. 246-55.
Janet Hartley, “Napoleon in Russia — Saviour or Antichrist?”, History Today 41 (1991), pp. 2834.
Napoleon, “A Freezing Winter,” in Frank A. Kafker and James M. Laux, Napoleon and His
Times (Malabar, Fl., 1989), pp. 240-45.
Gunter Rothenberg, “Npaoleon: The Warrior and His Army,” in Frank A. Kafker and James M.
Laux, Napoleon and His Times (Malabar, Fl., 1989), pp. 230-39.
The Hundred Days
David Gates, The Napoleonic Wars, 1803-1815 (London, 1997), ch. 11.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994),
ch. 19.
Pamela Pilbeam, “The ‘Restoration’ of western Europe, 1814-1815,” in Pamela Pilbeam, ed.,
Themes in Modern European History, 1780-1830 (London, New York, 1995), pp. 107-124.
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Week 13
28 May
Seminars this week
will be devoted to preparation
for the trial
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Week 14
4-5 June
Napoleon on Trial
The object of this exercise is to put into practise what you should have learnt during the semester. You
will put the French Revolution and Napoleon on trial. Half the class will take the ‘defence’ side,
arguing that the Revolution was a great achievement that brought democracy, and modernity, to the rest
of Europe and the world. The other half will take the ‘prosecution’ side, arguing that the Revolution
was a waste of time and that more people suffered than benefited from “Liberty, Equality, Fraternity,
which ring like empty phrases in the face of so much destruction and loss of life. Students will act out
the roles of witnesses, prosecution, defence, etc.
Each class member will research his or her role and be prepared to perform ‘in character’ during the reenactment.
You will have to do some research in the library to obtain the necessary background on your
‘character’. You should be prepared to look for additional sources on your own.
ATTENDANCE AT THE TRIAL IS OBLIGATORY!!!
Students missing the day of the trial will have to complete a substantial research paper.
For the Trial — Please Note
1.
Each class member will research his/her role and be prepared to perform ‘in character’
during the re-enactment.
2.
Each side must call all its witnesses. It is not necessary, however, that each witness be cross
examined. When being questioned, the witnesses MUST
a) Keep to the facts. This is a trial so no speechifying or flowery rhetoric will be tolerated.
b) Not invent material. If the court finds that the witness does not know his/her material, he/she
may be asked to stand down, eventually incurring a loss of points.
c) Not put on a phoney French or other accent.
3.
When advocates are conducting questioning they MUST:
a) Ask direct questions in order to receive direct answers. Do not ask leading questions.
b) Not badger the witness.
4.
Each side may bring notes, books, journals, articles, etc. to the trial and may have them
available at the lead advocate’s table. No notes will be allowed on the witness stand
although advocates may bring notes to the podium if they desire.
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Witnesses
You may choose to represent any historical character (after consultation with the course coodinator),
but here is a list of suggestions:
FOR THE PROSECUTION:
Condorcet — scientist and revolutionary
Alexander I of Russia — Tsar of Russia
The marquise de La Tour du Pin — noble
Louis XVI — King of France
Marie-Antoinette — Queen of France
Jacques Necker — Louis XVI’s finance minister
The Pope (Pius VI and VII)
Frederick William III — King of Prussia
Talleyrand-Perigord, Charles Maurice de — Napoleon’s Foreign Minister
Wellington — British general
A soldier
A (German or Spanish or Italian) peasant
FOR THE DEFENCE:
Napoleon Bonaparte — Emperor of France
Georges Danton — deputy, revolutionary
David, Jacques-Louis — artist
Joseph Fouché — revolutionary, minister of Police
Olympe de Gouges — feminist revolutionary
Jean-Paul Marat — extreme left-wing revolutionary
Jacques Ménétra — a Parisian worker
Count Mirabeau — noble, revolutionary
The abbé Sieyès — deputy, revolutionary
Maximilien Robespierre — member of Committee of Public Safety
A soldier
A peasant
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Issues to Consider
PROSECUTION
DEFENCE
Civil Constitution of the Clergy
Concordat
Imprisonment and execution of opponents
Code Napoleon
War with Britain in 1803
Treaty of Amiens
Censorship
Tax reform
Conscription
Efficient government
Condition of poor
Careers open to men with talent
Condition of the working classes
Emancipation of Jews
Peoples of Europe were exploited and oppressed
Constitutions/Liberalism to Europe
Constant war (atrocities, death toll)
Abolition of feudalism in conquered areas
Destruction of France’s economy
Religious toleration
Invasion of Spain, Russia
Condition of the peasantry
Stance towards women
Promoted Science
No creativity in the arts
Louvre/Opera
Immoral foreign policy
Restored order
Nationalism
Process to unify Germany/Italy (sort of)
The Revolution was a waste of time (France
would have become a modern, democratic state
eventually)
The Revolution became a beacon of hope for the
oppressed peoples of the world
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Trial Format
INSTRUCTIONS FROM THE TRIBUNAL
OPENING ARGUMENTS:
Prosecution
Defence
CASE FOR THE PROSECUTION:
Examination
Cross-Examination
Re-direct
RECESS FOR LUNCH
CALL TO SESSION
CASE FOR THE DEFENCE:
Examination
Cross-Examination
Re-direct
CLOSING ARGUMENTS:
Prosecution
Defence
DELIBERATION
VERDICT
ADJOURNMENT TO GODFREY TANNER BAR
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Trial Rules
Since I do not want the focus of this exercise to be on the ‘procedure’ of the trial, there are some ground
rules that should be observed.
A. Grounds for Objection
1. Germane: The question is beyond the bounds of due consideration, immaterial to the case
at hand. Particularly pertinent during cross-examination when witness is asked to answer
questions/address issues not raised in examination.
2. Hearsay: A matter to which the witness was not a direct witness.
3. Badgering: Abusive conduct intended to coerce statements evidencing a reckless disregard
for the truth or the dignity of the witness or the court.
B. Sanctions
1. Warning
2. Silencing of witness/lawyer
3. Citation of contempt and removal to the gallery
4. Expulsion — leading to a deduction of points from your mark
C. Requests to approach the bench should only be done in extreme cases
D. Requests for recess — Each side may request one 5-minute recess.
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Major Essay Topics
Make sure you read this before you
begin
The Major Essay is the most important work you will have to submit this semester. It is worth 40% of
the total mark. You should, therefore, take the preparation of the essay very seriously, allow plenty of
time to carry out the research, and submit a thoughtful and well-organized piece of work. Given that
you have so many weeks to write it in, we will expect a work of the highest standard and will mark it
accordingly.
This essay should be regarded as a research essay, that is, one of the criteria on which you will be
judged will be your ability to find relevant material. Your research will inevitably take you to the
library, where you will find as much material as possible. Hopefully the library orientation exercise that
you completed in the early part of the year will hold you in good stead. If you haven’t been on one and
are lost, then book your name in for a guided tour as soon as possible. If you are still experiencing
difficulties finding the material you need, consult the library staff or your tutor.
Submission deadline — 5 p.m., Friday, May 11
Please Note
1.
2.
I will be suitably impressed, and inclined to raise your grade, if you incorporate materials not
on the reading list.
Where possible, primary sources must be included in the essay.
3.
The minimum requirement for the bibliography is six books and two articles.
4.
You should consult the section ‘Writing a History Essay’ in the Liberal Arts undergraduate
handbook for the correct way to format your essay. This is particularly important for the
footnotes and the bibliography.
5.
Remember, this essay counts for 40% of your grade. If you need an extension, ask the course
coordinator, who will then decide if you have a suitable excuse. Work commitments are not
taken into consideration. Late essays are penalised 10% per week or part thereof.
School of Humanities and Social Science
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1. The Nobility
Why and in what proportions, did the members of the nobility emigrate in 1789-95? How
extensively did the nobility suffer as a result of the Revolution?
Primary source
Marquise de La Tour du Pin, Escape from the Terror: the journal of Madame de la Tour du Pin
(London, 1979), chs. 1, 9, 10, 14, 22.
Secondary sources
Albert Soboul, The French Revolution , 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), pp. 34-38, 553-56, 605-07
Robert Forster, “The Survival of the Nobility,” Past & Present 7 (1967): 71-86.
W. Doyle, The Oxford History of the French Revolution (Oxford, 1989), chs. 13 and 17.
T. Beck, “The French Revolution and the Nobility,” Journal of Social History 15 (1981): 219-34.
D. Greer, The Incidence of the Terror: A Statistical Interpretation: (Gloucester, Mass., 1935), chs. 2
and 5.
James Roberts, The Counter-Revolution in France, 1787-1830 (New York, 1990), chs. 1 and 3.
François Furet & Mona Ozouf, A Critical Dictionary of the French Revolution (Cambridge, Mass.,
1989), esp. the article on Emigrés.
2. Working Women
Why did the working women of town and country participate in the Revolution? Do you agree
with the last paragraph in Olwen Hufton’s article?
Secondary sources
Olwen Hufton, “Women in Revolution, 1789-96,” Past and Present 53 (1971): 90-108.
Joan Landes, Women and the Public Sphere in the Age of the French Revolution (Ithaca, 1988), pp.
106-151.
Darline Levy and Harriet Applewhite, “Women of the Popular Classes in Revolutionary Paris, 17891795,” in Women, War and Revolution (New York, 1980), eds. C. Berkin and C. Lovett, ch. 1.
Mary Johnson, “Old Wine in New Bottles: The Institutional Changes for Women of the People During
the French Revolution,” in Women, War and Revolution (New York, 1980), eds. C. Berkin and C.
Lovett, ch. 5.
Roderick Phillips, “Remaking the Family: The Reception of Family Law and Policy during the French
Revolution,” in Essays on the French Revolution (Arlington, 1992), ed. S. G. Reinhardt, pp. 64-89.
R. B. Rose, “Feminism, Women and the French Revolution,” Australian Journal of Politics and
History 40 (1994): 173-186.
Bonnie G. Smith, Changing Lives: Women in European History since 1700 (Lexington, Mass.,
1989).
S. P. Connor, “Politics, Prostitution and the Pox in Revolutionary Paris,” Journal of Social History 22
(1989): 713-34.
Clare Haru Crowston, Fabricating Women: The Seamstresses of Old Regime France, 16751791 (Durham, NC, 2001).
3. Art and the Revolution
To what extent may Jacques-Louis David’s artistic work be understood as political propaganda?
Secondary sources
Albert Soboul, The French Revolution, 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), consult the index.
J. Lindsay, Death of the Hero (London, 1960), chs. 5-8.
A. Brookner, Jacques-Louis David (London, 1980), chs. 3-9.
Robert Herbert, David, Voltaire, ‘Brutus’ and the Revolution: an essay in art and politics (London,
1972), chs. 1-2.
A. Schnapper, David (New York, 1982), ch. 4.
A. Boime, Art in an Age of Revolution, 1750-1800 (Chicago, 1987), ch. 5.
Emmet Kennedy, A Cultural History of the French Revolution (New Haven, 1989), ch. 9.
School of Humanities and Social Science
41
J. A. Leith, The Idea of Art as Propaganda in France (Toronto, 1965), chs. 5 and 6.
Warren Roberts, Jacques-Louis David, revolutionary artist: art, politics, and the French Revolution
(Chapel Hill, 1989).
4. The Poor
How did the destitute survive before the French Revolution? In what ways did the Revolution
improve or worsen their situation?
Secondary sources
Albert Soboul, The French Revolution, 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), pp. 553-63, 589-613.
Alan Forrest, “The condition of the poor in revolutionary Bordeaux,” in French Society and the
Revolution (New York, 1976), ed. D. Johnson, pp. 217-47.
Olwen Hufton “Towards an understanding of the poor of eighteenth century France,” in French
Government and Society (London, 1973), ed. J. Bosher, pp. 145-165.
Thomas McStay Adams, Bureaucrats and Beggars : French Social Policy in the Age of the
Enlightenment (Oxford, 1991), chs. 1 and 10.
Kathryn Norberg, “The Poor and the French Revolution,” Consortium on Revolutionary Europe 1
(1980): 63-71.
Alan Forrest, The French Revolution and the Poor (Oxford, 1981), intro. and chs. 1, 5, 6, 9.
C. Fairchilds, Poverty and Charity in Aix-en-Provence (Baltimore, 1976), chs. 1, 4-7, and conclusion.
Isser Woloch, The New Regime: transformations of the French civic order, 1789 1820s (New York,
1994), ch. 8.
5. The Jews
What measures did revolutionary assemblies take in the years 1789-95 to ensure equality for
Jews? To what extent had they been emancipated by 1795?
Secondary sources
S. M. Singham, “Betwixt cattle and men: Jews, blacks and women and the Declaration of the Rights of
Man,” in The French Idea of Freedom, ed. D. van Kley (1995).
Raphael Mahler, A History of Modern Jewry (London, 1971), pp. 18-54.
G. Kates, “Jews into Frenchmen: Nationality and representation in Revolutionary France,” in The
French Revolution and the Birth of Modernity, ed. F. Fehér (1990), pp. 103-16.
R. Popkin, “The philosophical basis of 18th-century racism,” Studies in Eighteenth Century Culture 3
(1973): 245-62.
R. Necheles, “The abbé Grégoire and the Jews,” Jewish Social Studies 33 (1971).
L. Loft, “Brissot and the Problem of Jewish Emancipation,” Studies on Voltaire and the 18th Century
278 (1990).
Ronald Schechter, Obstinate Hebrews: Representations of Jews in France, 1715-1815 (Berkeley,
Calif., 2003).
Frances Malino, A Jew in the French Revolution: The Life of Zalkind Hourwitz (London, 1996)
6. The Peasantry
Why did the Peasantry revolt in the summer of 1789? To what extent had their grievances been
met by 1799?
Primary source
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951), nos. 24, 29, 57, 82,
97, 114, 118, 130.
Secondary sources
Annie Moulin, Peasantry and Society in France since 1789 (Cambridge, 1991), pp. 4-38.
P. M. Jones, The Peasantry in the French Revolution (Cambridge, 1988), chs. 2, 3 and 8.
P. Dawson, The French Revolution (Englewood Cliffs, N. J., 1967), pp. 22-32.
M. Bouloiseau, The Jacobin Republic, 1792-1794 (Cambridge, 1983), pp. 182-190.
J. Markoff, “Peasant Protest,” Comparative Studies in Society and History 32 (1990): 412-54.
School of Humanities and Social Science
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7. Slavery
Why was slavery abolished? Why did Napoleon reintroduce it in 1802?
Secondary sources
Carolyn Fick, “Black Peasants and Soldiers in the Saint-Domingue Revolution: Initial Reactions to
Freedom in the South Province (1793-94),” in History from below: studies in popular protest and
popular ideology in honour of George Rude, ed. Frederick Krantz (Montreal, 1985), pp. 243-60.
Sue Peabody, “There Are No Slaves In France”: The Political Culture of Race and Slavery in the
Ancien Regime ( )
Robert Forster, “Who is a Citizen? The Boundaries of ‘La patrie’,” French Politics and Society 7
(1989):
Pierre Boulle, “In Defence of Slavery: Eighteenth-Century Opposition to Abolition and the Origins of a
Racist Ideology in France,” in History from below: studies in popular protest and popular ideology in
honour of George Rude, ed. Frederick Krantz (Montreal, 1985), pp. 221-42.
Cyril Lionel Robert James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo
Revolution (New York, 1989).
David Geggus, “Racial equality, slavery and colonial secession during the Constituent Assembly,”
American Historical Review 94 (1989): 1290-1308.
D. P. Resnick, “The Société des Amis des Noirs and the abolition of slavery,” French Historical
Studies 7 (1972).
R. Stein, “The free men of colour and the Revolution in St-Domingue,” Social History 27 (1981): 7-28.
S. Drescher, “Two variants of anti-slavery: religious organisation and social mobilisation in Britain and
France, 1780-1870,” in Anti-Slavery, Religion and Reform, eds. S. Drescher & C. Bolt (1980), pp. 4363.
R. Necheles, “Grégoire and the egalitarian movement,” Studies in Eighteenth-century Culture 3 (1973):
355-68.
8. The Revolution and the Church
Why did the Civil Constitution of the Clergy antagonise so many parish priests? What effects had
the Revolution had on the Church and its clergy by 1795?
Primary sources
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951), nos. 5, 17, 25, 2934, 38, 52, 57, 70-71, 107, 115, 118.
P. Beik, The French Revolution (London, 1971), nos. 21, 36, 38, 39.
Secondary sources
J. McManners, The French Revolution and the Church (London, 1969), chs. 2-12. ch. 5 is especially
good.
Michelle Vovelle, The Revolution Against the Church: from reason to the Supreme Being (Columbus,
1991), chs. 1-6.
Alphonse Aulard, Christianity and the French Revolution (New York, 1966), chs. 1-3.
Ralph Gibson, A Social History of French Catholicism (London, 1989), chs. 1 and 2.
Frank Tallet, “Dechristianizing France,” in Religion Society and Politics in France since 1789 (London,
1991), eds. F. Tallett and N. Atkin, pp. 1-28.
9. Urban Working Class
Compare the ideology of the Parisian workers in 1789, 1793 and 1795. How would you account
for the apparent changes?
Primary sources
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951), pp. 172-175.
Don Wright, The French Revolution: introductory documents (St. Lucia, Queensland 1975), pp. 185187.
Secondary sources
George Rudé, The Crowd in the French Revolution (London, 1967), ch. 13.
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Albert Soboul, The Parisian Sans-culottes and the French Revolution, 1793-94 (Oxford, 1964), chs. 2
and 3.
Albert Soboul, The French Revolution, 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), pp. 417-449.
Richard Cobb, “Some Aspects of the Revolutionary Mentality,” in New Perspectives on the French
Revolution (New York, 1965), ed. Jeffrey Kaplow, pp. 305-337.
P. Dawson, The French Revolution (Englewood Cliffs, N. J., 1967), part vi.
Jacques-Louis Ménétra, Journal of My Life(New York, 1989), pp. 217-38, 317-37.
Alfred Cobban, The Social Interpretation of the French Revolution (Cambridge, 1964), ch. 11.
10. Feminism
What demands for Women’s rights were made in Paris in 1789-94 and by whom? Who opposed
these demands and why?
Primary sources
D. G. Levy, et al., Women in Revolutionary Paris, ch. 2 (nos. 2, 3, 4 and 10), ch. 3 (nos. 5 and 6), ch. 4
(nos. 7, 8, 13, 19, 20 and 21).
Secondary sources
S. Rowbotham, Women, Resistance and Revolution (Harmondsworth, 1974), pp. 36-41.
Joan Landes, Women and the Public Sphere in the Age of the French Revolution (Ithaca, 1988), pp.
106-151.
Mary Johnson, “Old Wine in New Bottles: The Institutional Changes for Women of the People During
the French Revolution,” in Women, War and Revolution (New York, 1980), eds. C. Berkin and C.
Lovett, ch. 5.
Barbara Pope, “Revolution and Retreat: Upper-Class French Women after 1789,” in Women, War and
Revolution (New York, 1980), eds. C. Berkin and C. Lovett, ch. 9.
R. B. Rose, The Enragés, chs. 5-6.
J. Abray, “Feminism in the French Revolution,” American Historical Review 80 (1975): 43-62.
Scott Lyttle, “The Second Sex (September 1793),” Journal of Modern History 26 (1955): 14-26.
Darline Gay Levy and Harriet Branson Applewhite, “Women and Political Revolution in Paris,” in
Becoming Visible: Women in European History (Boston, 1987), eds. Renate Bridenthal, Claudia Koonz
and Susan Stuard, pp. 280-306.
11. The Terror
What were the aims of the Terror? Was the revolutionary violence of 1793-1794 essentially a
direct and proportionate response to the threat of counter-revolution?
Primary source
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951), nos. 96-112.
J. Gilchrist and W. Murray, eds., The Press in the French Revolution: a selection of documents taken
from the press of the Revolution for the years 1789-1794 (Melbourne, 1971), nos. 156-170.
Secondary sources
W. Doyle, The Oxford History of the French Revolution (Oxford, 1989), chs. 10-11 and 17.
R. Palmer, Twelve Who Ruled: The Year of the Terror in the French Revolution (Princeton, 1970), chs.
1-3 and 15.
Simon Schama, Citizens: a chronicle of the French Revolution (London, 1989), chs. 17-19.
Hugh Gough, “Genocide and the Bicentenary,” Historical Journal 30 (1987): 977-988.
Albert Mathiez, “A Realistic Necessity,” in The French Revolution. Conflicting Interpretations
(Malabar, Fl., 1989), eds. F. A. Kafker and J. M. Laux, pp. 187-192.
Crane Brinton, The Jacobins: An Essay in the New History, pp. 218-22, 231-42.
Richard Cobb, “Some Aspects of the Revolutionary Mentality,” in New Perspectives on the French
Revolution (New York, 1965), ed. Jeffrey Kaplow, pp. 310-37.
Georges Lefebvre, The French Revolution from 1793 to 1799 (London, 1964), pp. 116-125.
12. The Army and Warfare
What were the major changes in the structure and composition of the French army in the years
School of Humanities and Social Science
44
1789-95? Were these changes the major reason why revolutionary armies were successful in
1792-95?
Primary source
J. H. Stewart, A Documentary Survey of the French Revolution (New York, 1951), nos. 59, 82, 87, 97.
Secondary sources
Alan Forrest, The Soldiers of the French Revolution (Durham, 1990), Chs, 1-3 and conclusion.
Bouloiseau, M., The Jacobin Republic (Cambridge, 1983), pp. 38-44 and ch. 4.
J. Lynn, The Bayonets of the Republic (Urbana, 1984), chs. 3, 8, 9 and conclusion.
Jean-Paul Bertaud, The Army of the French Revolution : from citizen-soldiers to instrument of power
(Princeton, N.J., 1988), esp. chs. 1 and 9.
S. F. Scott, The Response of the Royal Army: the role and development of the Line Army, 1787-93
(Oxford, 1973), chs. 1 and 5.
Jean-Paul Bertaud, “The volunteers of 1792,” in Reshaping France: town, country, and region during
the French Revolution (New York, 1991), eds. in Alan Forrest and Peter Jones, pp. 168-178.
Rory Muir, Tactics and the Experience of Battle in the Age of Napoleon (New Haven, 2000).
Paddy Griffith, The Art of War of Revolutionary France, 1789-1802 (London, 1998).
13. Robespierre
How satisfactory is Wajda’s depiction of Robespierre and his role in Danton?
Primary source
P. Beik, The French Revolution (London, 1971), pp. 276-88.
Secondary sources
R. Palmer, Twelve Who Ruled: the year of the terror in the French Revolution (Princeton, 1970),
especially ch. 11.
Albert Soboul, The French Revolution, 1787-1799: from the storming of the Bastille to Napoleon
(London, 1974), pp. 359-378.
J. M. Thompson, Robespierre (New York, 1968), chs. 14 and 15.
George Rudé, Robespierre. Portrait of a Revolutionary Democrat (London, 1975), ch. 9.
George Rudé, Robespierre (Englewood Cliffs, N.J., 1967), ch. 2.
Simon Schama, Citizens: a chronicle of the French Revolution (London, 1989), pp. 805-820.
N. Hampson, The Life and Opinions of Maximilien Robespierre (London, 1974), chs. 7 and 8.
D. Jordan, The Revolutionary Career of Maximilien Robespierre (New York, 1985), pp. 221-256.
Robert Darnton, The Kiss of Lamourette: Reflections in Cultural History (New York, 1990), ch. 3.
Gideon Bachman, “Man of Heart: Andrzej Wajda,” Film Quarterly (Winter 1982-83): 2-5. (Interview
with Wajda).
14. Gender and Sexuality
To what extent did the French Revolution cause changes in attitudes towards gender roles and
sexuality? Are the continuities more important than the changes?
Primary source
D. Roche, ed., Jean-Louis Ménétra: Journal of My Life (New York, 1989), pp. 1-13, 18-33, 119-39,
165-77, 198-207, 243-80.
Secondary sources
Philippe Aries and Georges Duby, eds., A history of private life (Cambridge, Mass., 1987-1991), vol. 3,
pp. 590-607, vol. 4, pp. 9-45.
S. P. Connor, “Politics, Prostitution and the Pox in Revolutionary Paris,” Journal of Social History 22
(1989): 713-34.
Roderick Phillips, “Remaking the Family: The Reception of Family Law and Policy during the French
Revolution,” in Essays on the French Revolution: Paris and the Provinces, ed. Steven Reinhardt
(Arlington, 1992), pp. 64-89.
V. Cameron, “Political exposures: Sexuality and Caricatures in the French Revolution,” in Eroticism
and the Body Politic, ed. Lynn Hunt (Baltimore, 1991), pp. 90-107.
Joan Landes, Women and the public sphere in the age of the French Revolution (Ithaca, 1988), pp. 21-
School of Humanities and Social Science
45
38, 129-51, 169-73.
J.-P. Bardet, “Political Revolution and Contraceptive Revolution,” in The French Revolution in Culture
and Society, eds. David G. Troyansky, Alfred Cismaru, Norwood Andrews (Westport, Conn., 1991).
L. Crompton. “The Myth of Lesbian Impunity: Capital Laws from 1270 to 1791,” Journal of
Homosexuality 6 (1980-81): 11-25.
Antony Copley, Sexual Moralities in France, 1780-1980: New Ideas on the Family, Divorce, and
Homosexuality (London, 1992), pp. 15-25.
M. Darrow, “French Noblewomen and the New Domesticity, 1750-1850,” Feminist Studies 5 (1979):
41-65.
15. Napoleon
Was Napoleon the heir to the French Revolution? (Discuss also in terms of exporting the
Revolution to the rest of Europe.)
Secondary sources
Robert Alexander, ‘Napoleon Bonaparte and the French Revolution,’ in Pamela Pilbeam, Themes in
Modern European History (London, New York, 1995), pp. 40-64.
Alphonse Aulard, ‘Man of the Revolution,’ in David Pinkney, Napoleon: Historical Enigma
(Lexington, 1969), pp. 17-23.
Irene Collins, ‘Napoleon and the French Revolution,’ Historian 24 (1989), pp. 3-8.
David Jordan,
Malcom Crook, Napoleon comes to power: Decomcracy and dictatorship in revolutionary France,
1795-1804. (Cardiff, 1998).
David Dowd, Napoleon: Was He the Heir of the Revolution? (New York, 1957).
William Doyle, The Oxford History of the French Revolution (Oxford, 1989).
François Furet, ‘Napoleon Bonaparte,’ in F. Furet and M. Ozouf, Critical Dictionary of the French
Revolution (Cambridge, Mass., 1989), pp. 273-286.
Emmanuel de Las Cases, ‘Man of Legend,’ in David Pinkney, Napoleon: Historical Enigma
(Lexington, 1969), pp. 1-2.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994).
Edgar Quinet, ‘New Roman Emperor,’ in David Pinkney, Napoleon: Historical Enigma (Lexington,
1969), pp. 12-16.
Madame de Staël, ‘Dictator,’ in David Pinkney, Napoleon: Historical Enigma (Lexington, 1969), pp. 27.
Adolphe Thiers, ‘Revolutionary Emperor,’ in David Pinkney, Napoleon: Historical Enigma
(Lexington, 1969), pp. 7-12.
16. Napoleon and the Church
Why did Napoleon negotiate a Concordat with the Catholic Church?
Secondary sources
Jean Leflon, ‘A Compromise for Mutual Advantage,’ in Frank A. Kafker and James M. Laux,
Napoleon and His Times (Malabar, Fl., 1989), pp. 72-85.
Alphonse Aulard, ‘An Unnecessary Papal Victory,’ in Frank A. Kafker and James M. Laux, Napoleon
and His Times (Malabar, Fl., 1989), pp. 86-90.
Geoffrey Ellis, The Napoleonic Empire (London, 1991), pp. 39-44.
Martyn Lyons, Napoleon Bonaparte (London, 1994), ch. 7.
Nigel Aston, Religion and Revolution in France, 1780-1804 (London, 2000).
Frank J. Coppa, Controversial Concordats: The Vatican’s Relations with Napoleon, Mussolini, and
Hitler (London, 1999).
Robert. B. Holtman, The Napoleonic Revolution (Philadelphia, 1967), ch. 6.
Olwen Hufton, ‘The Reconstruction of a Church, 1796-1801’, in G. Lewis and C. Lucas, eds, Beyond
the Terror: Essays in French Regional and Social History, 1794-1815 (Cambridge, 1983), pp. 21-52.
Ralph Gibson, A Social History of French Catholicism, 1789-1914 (London, New York, 1989), ch. 2.
Olwen Hufton, ‘The Reconstruction of a Church, 1796-1801,’ in G. Lewis and C. Lucas, eds, Beyond
the Terror: Essays in French Regional and Social History, 1794-1815 ((Cambridge, 1983), pp. 21-52.
Hugh Macleod, Religion and the People of Western Europe, 1789-1870 (Oxford, 1981), ch. 5.
Lewis Rayapen and Gordon Anderson, ‘Napoleon and the Church,’ International Social Science
Journal 66 (1991), pp. 117-127.
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46
J. Walsh, ‘Religion’ in C. W. Crawley, ed., The New Cambridge Modern History (Cambridge, 1957),
vol. 9.
E. E. Y. Hales, Napoleon and the Pope (London, 1962).
E. E. Y. Hales, Revolution and Papacy, 1769-1846 (London, 1960), ch. 9.
Proctor Jones, ‘Napoleon and the Church: A Tragedy for Church and State’, Consortium on
Revolutionary Europe, (1994), pp. 276-283.
17. The notables
What was the relationship of the notables to the Napoleonic regime? Why did Napoleon create a
new nobility in 1808? Did the French elites support the regime or finally betray it?
Secondary sources
T. Beck, ‘The French Revolution and the Nobility. A Reconsideration,’ Journal of Social History 15
(1981), pp. 219-233.
Louis Bergeron, France under Napoleon (Princeton, N.J., 1981), ch. 3 and sections 1 and 2 in ch. 6.
Geoffrey Ellis, The Napoleonic Empire (London, 1991), pp. 73-81.
Geoffrey Ellis, ‘Rhine and Loire: Napoleonic élites and social order,’ in G. Lewis and C. Lucas, eds,
Beyond the Terror: Essays in French Regional and Social History, 1794-1815 ((Cambridge, 1983), pp.
232-267.
Robert Forster, ‘The Survival of the Nobility during the French Revolution,’ Past & Present, 37 (1967),
pp. 71-86.
Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution (London, 1994), chs. 6
and 12.
18. Conscription
To what extent did conscription penetrate the lives of ordinary men in France and Europe? Why
did responses to it vary from open revolt to submissive acceptance? (Take into account the
methods used to evade conscription, the government’s steps to repress opposition.)
Secondary sources
Isser Woloch, ‘Napoleonic conscription: state power and civil society’, Past & Present 111 (1986),
101-29.
Alan Forrest, Conscripts and Deserters: the Army and French Society during the Revolution and
Empire (New York, 1989).
Isser Woloch, The New Regime: Transformations of the French Civic Order, 1789 1820s (New York,
1994), ch. 13.
Richard Cobb, The Police and the People: French Popular Protest, 1789-1820 (Oxford. 1970)
Michael Broers, Napoleonic Imperialism and the Savoyard Monarchy, 1773-1821: State-building in
Piedmont (Lampeter, 1997).
E. Arnold, ‘Some observations on the French opposition to Napoleonic conscription, 1804-1806’,
G. Lewis, ‘Political brigandage and popular disaffection in the south east of France, 1795-1804’, in G.
Lewis and C. Lucas (eds), Beyond the Terror: Essays in French Regional and Social History 17941815 (Cambridge, 1983),
G. Lewis, The Second Vendée: the Continuity of Counter-Revolution in the Department of the Gard,
1789-1815 (Oxford, 1978)
A. Grab, ‘Popular uprisings in Napoleonic Italy’, Consortium on Revolutionary Europe, Proceedings
1990, 112-19.
A. Grab, ‘State power, brigandage and rural resistance in Napoleonic Italy’, European History
Quarterly 25 (1995),
A. Grab, ‘Army, state and society: conscription and desertion in Napoleonic Italy, 1802-1814’, Journal
of Modern History 66 (1995), 25-54.
School of Humanities and Social Science
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Instructions for Referencing
The History Section uses the The Chicago Manual of Style, 15th edition (Chicago,
2003).
1. Use underlining, not an italic typeface, to indicate italics.
2. The entire paper, including all extracts (block quotations) within the text, all notes,
and all appendixes, tables, and figure legends, must be double spaced. Allow wide
margins of about four centimetres on all sides. Wide margins and a full double space
between lines are needed to provide room for comments.
3. Page numbers should appear in the top right-hand corner of each page, and the first
page of text should be numbered page 2.
4. Block quotations should generally be restricted to quoted material of more than
100 words. Shorter quotations should usually be run into the text. Quotation marks
should always be double, not single; single quotation marks may be used only to
set off quotations within quotations. Periods and commas at the end of quotations
should always appear inside, not outside, the closing quotation mark.
5. Notes must be provided in the paper in the form of footnotes. They should be typed
with full double spacing and in the same font size used for the text, and they should
begin on a separate page following the text. Footnotes placed at the end of the paper
are not acceptable. For examples of note style, see below.
Note Style
Journal article: Author’s name; article title in quotation marks; journal title in full,
underlined; volume number; year of issue; inclusive page numbers of article; specific
page(s) cited, if applicable.
Example:
1. Robert O. Paxton, “The Five Stages of Fascism,” Journal of Modern History 70
(1988): 1-23, 19.
Subsequent citations:
1. Paxton, “The Five Stages of Fascism,” 20.
Book: Author’s name (or editor’s name, if no author); book title, underlined; city of
publication; year of publication; specific page(s) cited, if applicable. (Note:
publishers’ names are not included.)
Examples:
1. Alvin Jackson, Ireland, 1798-1998 (Oxford, 1999), 26.
2. Anthony Molho and Gordon Wood, eds., Imagined Histories: American Historians
Interpret the Past (Princeton, NJ, 1998).
Subsequent citations:
1. Jackson, Ireland, 26.
2. Molho and Wood, eds., Imagined Histories, 39.
School of Humanities and Social Science
48
Other examples
Book in a series:
1. Hannah Barker, Newspapers, Politics, and Public Opinion in Late EighteenthCentury England, Oxford Historical Monographs, ed. R. R. Davies et al. (Oxford,
1998).
2. Jonathan Davies, Florence and Its University during the Early Renaissance,
Education and Society in the Middle Ages and Renaissance, ed. Jürgen Miethke et al.,
vol. 8 (Leiden, 1998), 115-16.
Subsequent citations:
1. Barker, Newspapers, Politics, and Public Opinion, 74.
2. Davies, Florence and Its University, 116.
Translated book:
1. Daniel Roche, France in the Enlightenment, trans. Arthur Goldhammer
(Cambridge, MA, 1998).
Subsequent citations:
1. Roche, France in the Enlightenment, 8.
Multivolume work:
1. S. E. Finer, The History of Government, 3 vols. (Oxford, 1997), 1:583.
Subsequent citations:
Finer, The History of Government, 1:583.
Chapter in an edited book:
1. Ruth Ben-Ghiat, “Liberation: Italian Cinema and the Fascist Past, 1945-50,” in
Italian Fascism: History, Meaning, and Representation, ed. R. J. B. Bosworth and
Patrizia Dogliani (New York, 1999), 83-101.
Subsequent citations:
1. Ben-Ghiat, “Liberation: Italian Cinema and the Fascist Past,” 83.
For more detailed information on note forms, see The Chicago Manual of Style,
15th ed., chap. 17.
School of Humanities and Social Science