History 114: The French Revolution and Napoleon revolution captured the imagination of people everywhere. Since 1789, the French Revo-lution has been the inspiration of revolutionaries

History 114

The French Revolution and Napoleon

Professor Hugh Dubrulle

Department of History

Class Time

MWF 130 PM-220 PM

Classroom

LL4 Alumni Hall

Office Hours

MWF 1100 AM-1200 PM

and by appointment

Email

hdubrullanselmedu

Phone

(603) 641-7048

Canvas

httpscanvasanselmedu

Course Website

httpshistory114french

revolutionandnapoleon

wordpresscomhome

Course Goals and Themes

What This Course is about

The French Revolution is one of the most important events of the modern age largely be-

cause it helped usher in that age In France the years between 1789 and 1815 witnessed the

first modern revolution the first attempt to institute a modern democratic republic on a large

scale the first modern military dictatorship and the first practitioner of modern war As we

shall see events in France had a global impact partly because French armies carried the spirit

of the revolution wherever they went partly because political developments among the impe-

rial powers of Europe could not help but affect other parts of the world and partly because

the revolution captured the imagination of people everywhere Since 1789 the French Revo-

lution has been the inspiration of revolutionaries from Marx to Mao and the bugbear of con-

servatives from Burke to Buckley

Themes of the Course

This course will pursue several themes The first is the French Revolution as a portal to the

modern world That includes recognizing the appearance of the individual as an actor with

political rights the attempt to implement equality the emergence of popular sovereignty the

expansion of state power the emphasis on the nation as the focus of public loyalty and so

on Second we will come to grips with why the revolution proved to be an uncontrollable

political event In other words we will try to explain step by step how each development in

the revolution led to the next while recognizing the degree of contingency involved in the

chain of events

Learning Outcomes

The course fulfills two core requirements historical reasoning and citizenship

So far as historical reasoning is concerned by the end of this course you should be able to complete the following tasks

ldquoIt was the best of times it was the worst of times it was the age of wisdom it was the age of foolishness it was the epoch

of belief it was the epoch of incredulity it was the season of Light it was the season of Darkness it was the spring of hope it

was the winter of despair we had everything before us we had nothing before us we were all going direct to Heaven we

were all going direct the other wayrdquo

Charles Dickens A Tale of Two Cities (1859)

Franccedilois Geacuterard The 10th of August 1792 (1794)

explain how the French Revolution was characterized by change and continuity

recall key dates names events and dominant themes associated with the French Revolution

evaluate analyze and comprehend primary source evidence about the French Revolution within its historical context

recognize the complex process of constructing the French Revolutionrsquos history from a fragmentary historical record and how the

interpretation of this event has changed over time

understand the distinct perspectives and values of different groups that emerged during the French Revolution and their con-

nections to the present as well as the difference between them and present-day societies

As for citizenship by the end of this course you should be able to complete the following tasks

demonstrate a basic knowledge of different definitions of citizenship

recognize how context shapes enables and constrains citizenship

articulate clearly a personal understanding of citizenship and the assumptions on which it is based

recognize and reflect upon the ramifications of lived citizenship for themselves other individuals and communities

We will achieve these outcomes in a number of ways classroom discussion class exercises homework assignments readings with

their corresponding quizzes essays and examinations

Course Goals

Learning outcomes are not just about course designations and fulfilling core requirements they also give you an idea of what you

ought to learn from a course of this sort Unfortunately they are a bit generic and boilerplate so let me tell you in my own words

what I hope you learn in this class

The first goal is a discipline-specific one I want you to learn how historians think In a prominent 2007 article Thomas Andrews and

Flannery Burke have observed that historians traditionally tend to stress the ldquofive Crsquos of historical thinkingrdquo change over time causali-

ty context complexity and contingency Irsquod like you to understand these five Crsquos and how they apply to the French Revolution

The second goal is also discipline-specific in an educational system that tends to stress skills at the expense of knowledge I would

like you to know something about the French Revolution which is one of the most important events of the modern age Yoursquove heard

of phrases like ldquoThe Terrorrdquo you know of events like the storming of the Bastille and you can picture the guillotine but what are these

things and what is their significance

The third goals sits somewhere between a discipline-specific and a mega-cognitive goal I would like you to obtain a political educa-

tion through your study of the French Revolution While it had important social economic and cultural causes and consequences the

French Revolution was at its heart a political event In about ten years France passed from an absolute monarchy to a mixed consti-

tution to a democratic republic to an oligarchic republic to a dictatorship How these regimes came to be how they functioned and

how they related to their subjectscitizens have the potential to teach us a great deal about politics in general and how it works

The fourth goal is a mega-cognitive one I would like this class to further your general education by giving you an opportunity to de-

velop skills you will need no matter what you end up doing for a living These include learning how to read critically synthesize infor-

mation cogitate deeply and articulate your thoughts

Who I am and Why I Teach This Course

I received my BA in History from Pomona College and my MA and PhD

in History from the University of California Santa Barbara I was a visiting

assistant professor at the University of Oregon and then the University of

Puget Sound before arriving at Saint Anselm College where Irsquove taught in

the History Department for 18 years

I fell into teaching history because from an early age I found the subject

fascinating It is full of amazing events and intriguing personalities The

drama of the past makes for all kinds of wonderful narratives And as you

shall see no event in history beats the French Revolution for drama

Thatrsquos one of the reasons I love this class My family is French and

through genealogical research we have discovered a multitude of stories

about the revolution that involved our ancestors a poor windmill worker

from Arras whose name appeared on the same parish baptismal record as

Maximilien Robespierre a priest who was forced to abandon his calling

and marry a nun by revolutionary authorities an architect from Lille

Professor Dubrulle at The Foundry Manchester NH

who built a number of structures in that city including a bridge to commemorate Napoleonrsquos visit in

1811 and a young soldier who fought in the Marins de la Garde Imperiale and was mortally wound-

ed at the Siege of Torgau in 1813 during Napoleonrsquos German campaign (see image to the right for

the uniform of this elite unit)

Yet as I grew older I also came to realize that history was not just a collection of great stories it also helped explain the world A serious study of history not only clarifies why the world is the way it is today but also allows us see the workings of human nature and develop our judgment of people places and things In other words history is an anthropological discipline of the utmost importance As J R Seeley an incredibly influential British historian who lived during the 19th century once wrote history is the most ldquointerestingrdquo discipline

ldquoThe word interesting does not properly mean romantic That is interesting in the proper

sense which affects our interests which closely concerns us and is deeply important to us

Make history interesting indeed I cannot make history more interesting than it is except by

falsifying it And therefore when I meet a person who does not find history interesting it does

not occur to me to alter historymdashI try to alter himrdquo

J R Seeley The Expansion of England (1883)

Teaching Philosophy

One of the main points of the core curriculum is to turn you into a lifelong learner In designing this class I sought to walk the fine

line between offering you the scaffolding necessary for success and providing you with the space to take responsibility for your own

learning This general outlook is reflected in my expectations which I have detailed elsewhere in this syllabus Some of these expecta-

tions are more in the nature of requirements (eg you need to bring the readings to class) but some of them are what I consider best

practices (eg you ought to write out the answers to the quiz questions before class) I can compel the former but not the latter And

that means that while I can provide you with an optimal environment to learn in class you also have to carry the load

Course Materials

Course Website

The most current schedule the assignments and policies are posted on the course website httpshistory114french revolution and-

napoleonwordpresscomhome

On the website you will find everything on the syllabusmdashand more The website should be your ldquogo tordquo source for everything related

to the course

Required Readings Books

You will need to buy the following books for the course

Lynn Hunt and

Jack R Censer


Crucible of the Modern World

(2017)

Philippe Girard

Toussaint Louverture

A Revolutionary Life

(2016)

Timothy Tackett

When the King Took Flight

(2004)

Required Readings Canvas

All other readings are posted on Canvas (these will consist mostly of primary sources) We will also use Canvas for discussions and

essay submission Go to httpscanvasanselmedu

Course Grading and Assignments

The assignments in this course fall into four categories class participation classroom activities essays and examinations

Class ParticipationCanvas Discussion (20)

I expect everybody to participate in class discussion and I will do my best to encourage all of you to do so I will base your grade in

this component of the class on the frequency and quality of your contributions to the conversation

You can also earn points for class participation by using the Canvas discussion board (httpscanvasanselmedu) From time to time

I will post questions on Canvas for discussion (I will make you aware of when that happens by posting an announcement on the web-

site) The Canvas discussion serves two purposes It primes students for the discussions that will take place in class and it helps those

who are uncomfortable with class discussion to participate in conversation

Quizzes Homework and Other Exercises (30)

You will notice that on the course website there is a page associated with each class

meeting These pages provide context for the readings and I expect you to consult

them in their entirety These pages also display a) potential quiz questions or b)

homework assignments and c) discussion questions posted on Canvas

The potential quiz questions are about the readings for that day (either the textbook

or the primary sources) Every time you see these questions on a page associated

with a particular day we may or may not have a quiz that day If we have a quiz I will

give you a six-minute open-note open-book quiz on one of the questions I recom-

mend that you print the questions before you start the reading so you know what to

look for I also recommend that as you read you jot down notes so that you have an

answer (or a way to locate an answer) ready at hand when you take the quiz If you

wish to write down answers for all the potential quiz questions so you can copy the

appropriate response on the quiz itself please feel free to do so

On other days I may ask you to do a homework assignment whose topic and

length are specified on the webpage associated with a particular day in class These

short paragraphs will serve as prompts for class discussion

These quizzes and homework assignments will be graded on a scale of 1 to 10 (with

10 being the highest grade)

These assignments serve several purposes First they encourage you to do your best

to read and understand the course material Second they will give you a sense of

whether you actually understand the material and what steps you need to take to

improve your reading skills Third they will provide you with material and ideas to

contribute to class discussion

Anonymous Robespierre Guillotines

the Executioner after Having Executed

All the French (1794)

Essay Assignments (20)

In this class you will have to write two essays one for each monograph we read

Essay 1 (10) (due Wednesday March 11) This paper will be about Timothy Tackettrsquos When the King Took Flight

Essay 2 (10) (due Wednesday April 15) In this essay you will have to address a question concerning Philippe Girardrsquos Tous-saint Louverture A Revolutionary Life

More details will follow on the website These essay assignments serve several purposes First they will allow you to practice writing a

skill that is always in high demand Second there is no better way of revealing the degree to which you understand a book than by

writing an essay about it good writing requires a thorough understanding of the material

Examinations (30)

There will be two take-home exams in this class

Midterm Examination (10) (due Thursday February 13) This exam will be due by 5 PM on Canvas

Final Examination (20) (due Thursday May 7) This exam will be due by 9 AM on Canvas

ldquo[The Committee of Public Safety] knew that it did not represent The actual wishes of actual men and women It claimed

to represent the real will of the real people the fundamental unrealized inarticulate ultimate desires the true welfare of

Frenchmen and of mankind present and futurerdquo

RR Palmer Twelve Who Ruled (1941)

Course Polices

Attendance

According to the Student Handbook since this course meets three times per week students enjoy three ldquoallowed absencesrdquo during the

entire semester to deal with a ldquobrief illness a personal obligation that conflicts with class or participation in College-sponsored

eventsrdquo The consequences of missing more than three class meetings depends on a variety of factors and I canrsquot outline every possi-

ble contingency here If you miss more than three meetings and make absenteeism a habit though I will contact the Deanrsquos Office

and the appropriate dean will inquire into your circumstances Whatever information the Deanrsquos Office chooses to share with me will

help determine how I handle those absences For example if the Deanrsquos Office informs me that additional absences are the result of

some sort of personal crisis (eg severe illness death in the family etc) I will make allowances On the other hand if the Deanrsquos Office

indicates that there is no legitimate reason for these absences I will have to dock your participation grade accordingly

Taking Quizzes and Turning in Homework

If you arrive late to class on a day that we are taking a quiz you will only have what remains of the six minutes to complete your quiz

If you miss the quiz completely you will not be able to make it up unless you have a good excuse I will be the final arbiter of what a

good excuse is

The same rule applies to homework I expect you to bring homework with you to class and turn it in at the end of class If you do not

turn it in on time you cannot obtain credit unless you have a reasonable explanation

Essay Extensions and Late Papers

I will grant extensions for good cause but you need to contact me at the latest on the day the paper is due Otherwise the essay will

suffer a penalty of 10 per day

Essay and Exam Grading

After Irsquove read and commented on your essays and exams I will hand them back to you without a grade I will then ask you to write a

short paragraph due at the next class meeting that explains what grade you think you ought to receive on your assignment This par-

agraph should be based on (and engage with) the comments that I wrote

Access (Disability)

Students with appropriately documented disabilities are eligible for reasonable accommodations It is the studentrsquos responsibility to contact and submit documentation of a disability to the Office of Disability Services in the Academic Resource Center (see Kenn Walker) For more information please consult the ARCrsquos statement regarding disability services

Jacques Bertaux The Taking of the Tuileries Palace the 10th of August 1792 (1793)

Academic Honesty

According to the American Historical Associationrsquos Statement on the Standards of Professional Conduct ldquothe expropriation of another

authorrsquos text and the presentation of it as onersquos own constitutes plagiarism and is a serious violation of the ethics of scholarshiprdquo The

Statement goes on to assert the following ldquoPlagiarism includes more subtle and perhaps more pernicious abuses than simply expro-

priating the exact wording of another author without attribution Plagiarism also includes the limited borrowing without attribution of

another personrsquos distinctive and significant research findings hypotheses theories rhetorical strategies or interpretations or an ex-

tended borrowing even with attributionrdquo So what exactly does plagiarism look like The Statement continues by stating that ldquothe

clearest abuse is the use of anotherrsquos language without quotation marks and citation More subtle abuses include the appropriation of

concepts data or notes all disguised as newly crafted sentences or reference to a borrowed work in an early note and then extensive

further use without attributionrdquo If you would like more information on this topic please refer to the AHArsquos statement on plagiarism

For even more information please consult the collegersquos academic integrity tutorial which is located on the Geisel Library website

All that being said it is incumbent upon you to understand the Collegersquos official definition of plagiarism and the procedures associat-

ed with the investigation of plagiarism cases You can find information regarding these issues on this page

Why is plagiarism such a serious matter First it is a form of theft plagiarizers take credit for work that is not their own and they do

not give credit where credit is due Second they destroy the trust between professor and student that is indispensable to creating a

learning environment Third plagiarizers undermine the whole educational project which demands that students do their own work

and are assessed on the basis of that work

Depending on the egregiousness of the infraction and the relative weight of the assignment you can expect anything from a zero on

a particular assignment to failure in the class I will also report you to the Dean

Electronic Devices

The College has a detailed policy regarding the use of electronic devices in the classroom To summarize

cell phones pagers PDAs or similar devices shall not be used in class

text messaging or the access of information on these devices is forbidden

all such devices should be placed on silent (vibrate) mode and should be put away during class

students are allowed to check these devices only if every single one of them activates simultaneously such an event would indi-

cate that the Collegersquos emergency notification system has sent out a message

Laptops

Laptops are great for doing many things but taking notes is not one of them The research is unequivocal on that point Study after

study indicate that

laptops offer too great a temptation to play with social media do online shopping check fantasy sports scores and engage in

any number of distracting activities

students with laptops tend to distract those around them

students equipped with laptops tend to write more than those who use paper and pen but the former retain less from class and

take worse notes

students using laptops in class tend to perform worse overall in courses than their peers who use more traditional modes of note

-taking

At the same time studies also indicate that when students read material on a laptop they do not retain quite as much as when they

read from a book or a piece of paper These studies confirm what I have seen in my own classes

My policy is as follows I will not ban laptops from my classroom but I urge you not to bring them since they will undermine

your ability to learn

ldquoIf the driving force of popular government in peacetime is virtue that of popular government during a revolution is both

virtue and terror virtue without which terror is destructive terror without which virtue is impotent Terror is only justice

that is prompt severe and inflexible it is thus an emanation of virtue it is less a distinct principle than a consequence of the

general principle of democracy applied to the most pressing needs of the patrierdquo

Maximilien Robesphierre Speech on the Principles of Political Morality (1794)

Isidore Stanislas Helman The Death of Hugh Capet in the Place de la Revolution on January 21 1793 (1794)

Course Schedule

NOTE For various reasons I may have to modify the schedule If I do I will let you know and the schedule on the website may be

changed accordingly

UNIT 1 IDEAS AND CONCEPTS

WEEK 1

Monday January 13

Topic

Introduction Website Tour Expectations

Reading

Syllabus (httpshistory114frenchrevolutionandnapoleonwordpresscomhome)

Wednesday January 15

Topic

What is History and How Do Historians Think

Reading

Thomas Andrews and Flannery Burke ldquoWhat Does It Mean to Think Historicallyrdquo (2007)

Friday January 17

Topic

CRIT for Historians

Reading

The Close Reading Interpretative Tool

Reading Closely with CRIT (video)

Various accounts of Louis XVIrsquos execution (1793)

WEEK 2


Topic

Themes for This Class

Reading

On the course website

Friday January 24

Topic

The Significance of the French Revolution

Reading

William Doyle ldquoWhat It Startedrdquo from The French Revolution A Very Short Introduction (2001)

UNIT 2 THE OLD REGIME

Monday January 27

Topic

The Old Regime

Reading

Jeremy Popkin ldquoThe Structure of Eighteenth-Century French Societyrdquo and ldquoThe Preindustrial Economyrdquo from A History of Modern

France (2012)

Excerpt from Charles Loyseau A Treatise on Orders (1610)


Topic

Challenges to the Old Regime

Reading

Hunt and Censer pp 1-17

WEEK 3

Friday January 31

Topic

The Enlightenment

Reading

Jeremy Popkin ldquoCulture and Thought in Eighteenth Century Francerdquo from A History of Modern France (2012)

Excerpts from Jean-Jacques Rousseau The Social Contract (1762)

WEEK 4

Monday February 3

Topic

The Financial Crisis and the Estates General

Reading


Cahier de doleacuteances of Dourdan (Province of Icircle-de-France) (1789)

UNIT 3 THE FIRST REVOLUTION AND THE CONSTITUTIONAL MONARCHY

Wednesday February 5

Topic

From the Estates General to the National Assembly

Reading


Excerpts from Abbeacute Sieyegraves What is the Third Estate (1789)

Friday February 7

Topic

The Popular Revolution and the End of Seigneurialism

Reading

Excerpts from the August 4 1789 Session of the National Assembly

The August 4 Decrees (1789)

Declaration of the Rights of Man and of Citizen (1789)

WEEK 5

Monday February 10

Topic

Critiques of the French Revolution

Reading


Excerpts from Edmund Burke Reflections on the Revolution in France (1790)


Topic

The Limits of Liberty and Equality The Rights of Others

Reading

Olympe de Gouges The Rights of Women (1791)

Friday February 14

Topic

The Revolution and the Church

Reading


Debate on the Civil Constitution of the Clergy (1790)

Civil Constitution of the Clergy (1790)

Message from the Archbishop of Vienne (Department of Isere) to the Clergy and Laypeople of the Diocese (1790)

Minutes of the Swearing of the Oath by Jean-Baptiste Petitjean Cureacute of Epineuil (Department of Cher) (1791)

WEEK 6

Monday February 17

Topic

Timothy Tackett When the King Took Flight (2003)

Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic

War and the Radicalization of the Revolution

Reading


Maximilien Robespierrersquos Speech at the Jacobin Club against War (1792)

Jacques Pierre Brissotrsquos Speech at the Jacobin Club in Favor of War (1792)

Brunswick Manifesto (1792)

UNIT 4 THE SECOND REVOLUTION AND THE RADICAL REPUBLIC


Topic

The Radical Revolution

Reading

Hunt and Censer pp 65-70 77-90

Speeches at the Trial of Louis XVI (1792)

Friday February 28

Topic

The Terror

Reading


Ronchet ldquoAddress from the Provisional Municipality [of Lyons] to the National Conventionrdquo (1793)

Maximilien Robespierrersquos Speech on the Principles of Political Morality (1794)

Jacques-Louis David The Tennis Court Oath (1791)

WEEK 8

Monday March 9 Topic The Cultural Revolution Reading Hunt and Censer pp 100-103 Decrees Establishing the French Era and the New Calendar (1793) Report of the National Convention on Homages to Reason (1793) Report on the Festival of the Supreme Being (1794) Excerpt from Jacques Reneacute Heacutebert Le Pegravere Duchesne (1793) Wednesday March 11 Topic Revolutionary Art Reading Paintings by Jacques-Louis David Friday March 13 Topic Literature and the French Revolution Reading Honoreacute de Balzac ldquoAn Incident in the Reign of Terrorrdquo (1830)

WEEK 9

UNIT 5 THE THERMIDOR REACTION AND THE CONSERVATIVE REPUBLIC

WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading


Boissy drsquoAnglas on a New Constitution (1795)

Proclamation of the Directory to the French People (1797)

Friday March 20

Topic

French Foreign Policy and the Army

Reading


Second Propagandist Decrees (1792)

Treaty between France and Cisapline Republic (1798)

Horace Vernet The Battle of the Bridge at Arcole (1826)

WEEK 10

Monday March 23

Topic

Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)

Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11

Monday March 30 Topic Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016) Reading Philippe Girard Toussaint LrsquoOuverture A Revolutionary Life (2016)

UNIT 6 NAPOLEON

Wednesday April 1

Topic

The Rise of Napoleon

Reading


Proclamation to the Army of Italy (1796)

Napoleonrsquos Victory Banner (1797)

Friday April 3

Topic

Building the Napoleonic Regime

Reading


Jean-Franccedilois Cureacutee Speech Supporting Proclamation of an Empire (1804)

Concordat with the Papacy (1801)

Napoleonrsquos Proclamation of the Religious Settlement (1801)

The French (Napoleonic) Civil Code (1803-1804)

Antoine-Jean Gros Napoleon on the Battlefield of Eylau (1808)

WEEK 12

Monday April 6

Topic

Napoleon and Absolute War

Reading


Carl von Clausewitz ldquoScale of the Military Objective and of the Effort to Be Maderdquo from On War (1832)

Carl von Clausewitz ldquoOn Military Geniusrdquo from On War (1832)

Wednesday April 8

Topic

Napoleon Blundering to Glorymdashor Defeat

Reading

Excerpts from Leo Tolstoy War and Peace (1867)

WEEK 13

Wednesday April 15

Topic

Art Under the First Empire

Reading

Paintings by David Ingres Gros and Gerard

Friday April 17

Topic

The Beginning of the End

Reading


Excerpts from Benjamin Constant The Spirit of Conquest (1814)

WEEK 14

Monday April 20

Topic

Collaboration and Resistance

Reading


Excerpts from Johann Fichte Address to the German Nation (1808)

Wednesday April 22

Topic

The End

Reading


Jacob Walter The Diary of a Napoleonic Foot Soldier (ca 1850)

Excerpt from Marquis de Montholon Napoleon at St Helena (1846)

Friday April 24

Topic

The Congress of Vienna

Reading


The Treaty of Paris (1814)


The Holy Alliance Treaty (1815)

WEEK 15

Monday April 27

Topic

The Restoration in France

Reading

The Charter of 1814

Wednesday April 29

Topic

The Enduring Revolution

Reading

None

Vasily Vereshchagin Night Bivouac of the Grand Army during the Retreat from Russia in 1812 (1897)

ldquoAfter me the Revolutionmdashor rather the ideas which formed itmdashwill resume their course It will be like a book from which

the marker is removed and one start to read again at the page where one left offrdquo

Napoleon after the Battle of Leipzig (1813)

ldquoFrance alone could have given birth to revolution so sudden so frantic and so thoroughgoing yet so full of unexpected

changes of direction of anomalies and inconsistencies But for the antecedent circumstances described in this book the

French would never have embarked on it yet we must recognized that though their effect was cumulative and overwhelm-

ing they would not have sufficed to lead to such a drastic revolution elsewhere than in Francerdquo

Alexis de Tocqueville The Old Regime and the French Revolution (1856)

Appendix I Expectations for History 114

Rationale

Many students seem to understand what the college expects of them and what practices will contribute to their success but many do

not For that reason I have generated this document which explains my expectations in this course These expectations are based par-

tially on what the college requires and partially on what recent research has revealed about the behaviors that contribute to learning

In this case my main motive is that I want to do everything in my power to help you perform as well as possible

The Foundation of Expectations The Carnegie Credit Hour and 12 Hours of Work per Week

Have you ever wondered why most of your classes are worth four credits and what those four credits signify The Carnegie Credit

Hour is the universal standard of measurement among American universities and colleges This credit hour defines a unit of credit as

equal to a minimum of three hours of work per week for a semester In other words if you take a four-credit course you are ex-

pected to do 12 hours of work per week on that course for the entire semester (3 hours per credit x 4 credits) Three of those

12 hours are time spent in the classroom (although you truly spend about two and a half hours per week in classmdashbut thatrsquos the con-

vention) That means you need to spend on average another nine hours per week on homework This figure is an average Some

weeks will be busier and others less so Some students will require more while others require less Whatever the case this is my expec-

tation because it is also the collegersquos expectation

Do All the Assigned Readings Carefully

In this class you will be assigned three types of reading

the textbook

primary sources posted on Canvas or elsewhere

the text posted on the web site

The textbook and primary source readings are obviously very important but I want to put in a plug for the material on the web site

Do not merely look at the homework assignments or the potential quiz questions I usually write a fair amount on the web site to pro-

vide context for the reading and this context is vital for understanding the assignments So read the website

Prepare for Quizzes and Bring the Homework to Class

Sometimes you will need to prepare quiz questions for class and sometimes you will need to turn in homework

You only have six minutes to complete in-class quizzes That means you have to prepare for the quiz before you take You can write

notes down You can write the entire answer down You can underline the appropriate section of the reading Whatever works is fine

What doesnrsquot work is skimming the reading possessing only a vague idea of what you need to know and thumbing through the read-

ing to look for the answer Irsquove seen plenty of students try that and it doesnrsquot work

As for the homework the point of those assignments is to focus your mind as you do the reading put some ideas to paper and have

that paper at hand during class discussion so you can contribute to the conversation If you do not print the homework in a timely

fashion so that you have it in class the purpose of the assignment is defeated Do not mail the homework to me right after class turn

it in at the end of our class meeting

My Expectations regarding Laptops

Most research agrees that students who use laptops in class do not perform as well as those who rely on pen and paper to take notes

Two reasons account for this difference First students with laptops tend to get distracted as they watch videos and use social media

Second students with laptops are not as good at taking notes These research findings accord with my own experience of what hap-

pens to students who use laptops I would also add from what Irsquove seen that the use of laptops hurts the weakest students the most

they are usually more easily distracted and they have difficulty taking good notes to start with This is why I urge you not to bring

them to class (even if I have not outright banned them) If you have a documented disability that necessitates your using a laptop I

understand and I am happy to make accommodations

Bring the Readings to Class in Printed Form

I expect you to print the primary source readings Studies indicate that students retain information better when they read it from a

printed page Yes IT has set a quota of 650 double-sided pages per semester the cost of this quota is embedded in your

Comprehensive Fee IT tracking reveals however that only 10 of students print more than that limit so chances are pretty good that

you wonrsquot reach it If you do print more than 650 double-sided pages you will be charged 75 cents per double-sided page over that

limit However if you are in a class that requires much printing (eg Nursing) you can obtain an exemption from this rule and I would

be happy to help you obtain such an exemption if necessary However even if you canrsquot get a break and you print 300 double-sided

pages in excess of 650 that would only amount to $2250 So just print the readings and bring them to class I will check to see that

you do so

Take NotesUse Pen and Paper

As I pointed out above research indicates that students who use laptops are less effective at taking notes than students who employ

the traditional pen and paper There are two reasons First students with laptops are more easily distracted Second if they can type

fast enough those students with laptops who are not distracted tend to write down everything said in class Unfortunately good

notetaking does not consist in writing everything down it consists in writing only what is important Students with pen and paper

know they cannot write everything down so they attempt to focus on what is importantmdasha very valuable skill

But above and beyond this question of laptops students need to take notes I am constantly surprised by the number of poorly per-

forming students who do not take notes in my classes The part that surprises me is not that students who donrsquot take notes perform

poorly what stuns me is that it never seems to occur to these students that they could improve their performance by taking notes Buy

a notebook and take notes I will occasionally check your notebooks to see what you are writing down in them and if you can improve

your notetaking

Speak in Class

I expect as many people as possible to participate in class discussions I have explained why elsewhere in the syllabus Speaking in

class will benefit you on many levels so I encourage you to do so If there is anything I can do to help you in this area please let me

know

Ask for Help

If you have difficulty understanding a particular concept or if you experience problems with specific types of assignments please see

me There is no better way to surmount the obstacles to academic success than by asking for help In any event you ought to get in

the habit of asking for help when you need it You will encounter many situations in the rest of your working life where you will have

to do so

Take Care of Yourself and Manage Your Time

Finally I expect you to take care of yourself That means eating right getting enough sleep exercising and taking time off when you

need it You can only do those things if you manage your time well And managing your time well means keeping in mind why you are

here and what your priorities ought to be I canrsquot organize your lives for you nor would I wish to you will have to figure out whatrsquos

appropriate for you All I can say is that with 168 hours per week you ought to have plenty of time to do your schoolwork and engage

in various extracurriculars If you donrsquot have enough time then something needs to get cut and it shouldnrsquot be schoolwork

James Gillray

Plumb-Pudding in Danger (1805)

explain how the French Revolution was characterized by change and continuity

recall key dates names events and dominant themes associated with the French Revolution

evaluate analyze and comprehend primary source evidence about the French Revolution within its historical context

recognize the complex process of constructing the French Revolutionrsquos history from a fragmentary historical record and how the

interpretation of this event has changed over time

understand the distinct perspectives and values of different groups that emerged during the French Revolution and their con-

nections to the present as well as the difference between them and present-day societies

As for citizenship by the end of this course you should be able to complete the following tasks

demonstrate a basic knowledge of different definitions of citizenship

recognize how context shapes enables and constrains citizenship

articulate clearly a personal understanding of citizenship and the assumptions on which it is based

recognize and reflect upon the ramifications of lived citizenship for themselves other individuals and communities

We will achieve these outcomes in a number of ways classroom discussion class exercises homework assignments readings with

their corresponding quizzes essays and examinations

Course Goals

Learning outcomes are not just about course designations and fulfilling core requirements they also give you an idea of what you

ought to learn from a course of this sort Unfortunately they are a bit generic and boilerplate so let me tell you in my own words

what I hope you learn in this class

The first goal is a discipline-specific one I want you to learn how historians think In a prominent 2007 article Thomas Andrews and

Flannery Burke have observed that historians traditionally tend to stress the ldquofive Crsquos of historical thinkingrdquo change over time causali-

ty context complexity and contingency Irsquod like you to understand these five Crsquos and how they apply to the French Revolution

The second goal is also discipline-specific in an educational system that tends to stress skills at the expense of knowledge I would

like you to know something about the French Revolution which is one of the most important events of the modern age Yoursquove heard

of phrases like ldquoThe Terrorrdquo you know of events like the storming of the Bastille and you can picture the guillotine but what are these

things and what is their significance

The third goals sits somewhere between a discipline-specific and a mega-cognitive goal I would like you to obtain a political educa-

tion through your study of the French Revolution While it had important social economic and cultural causes and consequences the

French Revolution was at its heart a political event In about ten years France passed from an absolute monarchy to a mixed consti-

tution to a democratic republic to an oligarchic republic to a dictatorship How these regimes came to be how they functioned and

how they related to their subjectscitizens have the potential to teach us a great deal about politics in general and how it works

The fourth goal is a mega-cognitive one I would like this class to further your general education by giving you an opportunity to de-

velop skills you will need no matter what you end up doing for a living These include learning how to read critically synthesize infor-

mation cogitate deeply and articulate your thoughts

Who I am and Why I Teach This Course

I received my BA in History from Pomona College and my MA and PhD

in History from the University of California Santa Barbara I was a visiting

assistant professor at the University of Oregon and then the University of

Puget Sound before arriving at Saint Anselm College where Irsquove taught in

the History Department for 18 years

I fell into teaching history because from an early age I found the subject

fascinating It is full of amazing events and intriguing personalities The

drama of the past makes for all kinds of wonderful narratives And as you

shall see no event in history beats the French Revolution for drama

Thatrsquos one of the reasons I love this class My family is French and

through genealogical research we have discovered a multitude of stories

about the revolution that involved our ancestors a poor windmill worker

from Arras whose name appeared on the same parish baptismal record as

Maximilien Robespierre a priest who was forced to abandon his calling

and marry a nun by revolutionary authorities an architect from Lille

Professor Dubrulle at The Foundry Manchester NH












Teaching Philosophy







Course Materials

Course Website




to the course



Lynn Hunt and

Jack R Censer



(2017)

Philippe Girard



(2016)

Timothy Tackett


(2004)















































Examinations (30)








Course Polices

Attendance












good excuse is










Access (Disability)



Academic Honesty



















Electronic Devices







Laptops


study indicate that





take worse notes


-taking











Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray













Teaching Philosophy







Course Materials

Course Website




to the course



Lynn Hunt and

Jack R Censer



(2017)

Philippe Girard



(2016)

Timothy Tackett


(2004)















































Examinations (30)








Course Polices

Attendance












good excuse is










Access (Disability)



Academic Honesty



















Electronic Devices







Laptops


study indicate that





take worse notes


-taking











Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray













































Examinations (30)








Course Polices

Attendance












good excuse is










Access (Disability)



Academic Honesty



















Electronic Devices







Laptops


study indicate that





take worse notes


-taking











Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


Course Polices

Attendance












good excuse is










Access (Disability)



Academic Honesty



















Electronic Devices







Laptops


study indicate that





take worse notes


-taking











Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray











Electronic Devices







Laptops


study indicate that





take worse notes


-taking











Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


Course Schedule


changed accordingly


WEEK 1

Monday January 13

Topic


Reading



Topic


Reading


Friday January 17

Topic

CRIT for Historians

Reading




WEEK 2


Topic


Reading


Friday January 24

Topic


Reading



Monday January 27

Topic

The Old Regime

Reading


France (2012)



Topic


Reading


WEEK 3

Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


Friday January 31

Topic

The Enlightenment

Reading



WEEK 4

Monday February 3

Topic


Reading





Topic


Reading



Friday February 7

Topic


Reading




WEEK 5

Monday February 10

Topic


Reading




Topic


Reading


Friday February 14

Topic


Reading






WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


WEEK 6

Monday February 17

Topic


Reading



Topic


Reading


Friday February 21

Topic


Reading


WEEK 7

Monday February 24

Topic


Reading







Topic


Reading



Friday February 28

Topic

The Terror

Reading





WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


WEEK 8


WEEK 9


WEEK 9

Monday March 16

Topic

Thermidor

Reading


Wednesday March 18

Topic

The Directory

Reading




Friday March 20

Topic


Reading





WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


WEEK 10

Monday March 23

Topic


Reading


Wednesday March 25

Topic


Reading


Friday March 27

Topic


Reading


WEEK 11


UNIT 6 NAPOLEON

Wednesday April 1

Topic


Reading




Friday April 3

Topic


Reading







WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


WEEK 12

Monday April 6

Topic


Reading




Wednesday April 8

Topic


Reading


WEEK 13

Wednesday April 15

Topic


Reading


Friday April 17

Topic


Reading



WEEK 14

Monday April 20

Topic


Reading



Wednesday April 22

Topic

The End

Reading




Friday April 24

Topic


Reading





WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


WEEK 15

Monday April 27

Topic


Reading

The Charter of 1814

Wednesday April 29

Topic


Reading

None











Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray



Rationale
















the textbook
































you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray







you do so











your notetaking

Speak in Class



know

Ask for Help




to do so







James Gillray


Documents

History 114: The French Revolution and Napoleon revolution captured the imagination of people everywhere. Since 1789, the French Revo-lution has been the inspiration of revolutionaries