euh3204_sp06

EUH 3204 Eighteenth-century Europe and the World

SPRING 2006

Lectures T R Period 4 (10:40-11:30) Turlington L011

Schedule Assignments Document sets Study aids Writing guidelines

Course Description

EUH 3204 is an upper-division history course that covers key themes and issues in European history during the "long" eighteenth century. Topics include absolutism, constitutionalism, war and diplomacy, imperialism, religion, history of science, gender, the enlightenment, the age of revolution, industrialization, and nationalism. We will place particular emphasis on European interactions with the wider world.

Objectives

This course aims to:

familiarize students with the basic narrative of European political, economic, and social history during the eighteenth century

expose students to various approaches and issues in European historiography

provide students with the opportunity to examine, discuss, and analyze primary sources

provide students with opportunities to improve critical thinking and writing skills

Expectations and policies

History classes are most rewarding when students interact with the texts, each other, and the instructor on a sustained basis. Readings and lectures provide the raw material for class discussion, where much of the learning takes place. Effective class participation (see below) is therefore essential. Students can expect a respectful atmosphere in which to express their opinions.

Attending lectures and sections is mandatory. It will be very difficult for students to do well in this course if they do not attend lectures. Lectures will provide the context for the issues and readings discussed in sections. Test questions will be drawn from both lectures and readings. (The professor reserves the right to give pop quizzes if attendance in lectures seems to lag.) We will keep track of attendance in sections; unexcused absences will lower your grade. Late work will not be accepted without penalty. Please make every effort to apprise the instructors of adverse circumstances that affect your ability to attend class or complete assignments on time. Official documentation is required to excuse an absence and to schedule make-up assignments.

In writing papers, be certain to give proper credit whenever you use words, phrases, ideas, arguments, and conclusions drawn from someone else’s work. Failure to give credit by quoting and/or footnoting is PLAGIARISM and is unacceptable. Please review the University’s honesty policy at www.dso.ufl.edu/judicial/

Please do not hesitate to contact the instructor during the semester if you have any individual concerns or issues that need to be discussed. Students requesting classroom accommodation must first register with the Dean of Students Office (www.dso.ufl.edu/drp/ ). The Dean of Students Office will provide documentation to the student who must then provide this documentation to the instructor when requesting accommodation.

Texts (books are available at Gator Textbooks, 3501 SW 2nd Ave., Suite D 374-4500)

Books

Robin Winks and Thomas Kaiser, Europe from the Old Regime to the Age of Revolution [W&K]

Daniel Defoe, Robinson Crusoe

Margaret Jacob, The Enlightenment: A Brief History with Documents

Olaudah Equiano, The Interesting Narrative and Other Writings

Laurent Dubois and John Garrigus, Slave Revolution in the Caribbean

Document sets

E-reserves

Assignments

Assignment	Date due	Notes
Paper 1 (25%)	Feb 7	Write a 5-7-page paper in response to either Question A or B below. Be certain to present an argument and back it up with evidence from the readings. Please use footnotes. Question A: Write an analysis comparing and contrasting absolutism and constitutionalism. What accouts for the fact that these two modes of governing emerged in Europe in the same time? Question B: Historians, especially in recent years and in certain subfields like cultural history, draw on a wide range of primary sources to construct their interpretations of the past. Discuss this range of "documents" historians can use to investigate the past. What are the benefits and drawbacks of using "non-traditional" sources to examine and argue about the past? Specifically, what should historians take into consideration when they use novels like Robinson Crusoe as primary sources? Rewrite policy: if you receive an "A" on the first paper, you do not need to rewrite it; if you receive a "B," it is optional; if you receive a "C" or lower, you will be required to rewrite it. Grading criteria and writing guidelines.
Test 1 (15%)	Feb 28	ID test: students will be required to identify five key terms (who/what? when? why significant?). Please bring a blue book to class.
Paper 1 rewrite	Mar 23 (or earlier)	we will average the original grade and the grade you receive on the rewrite
Paper 2 (25%)	Apr 20	Write a 5-7-page paper in response to either Question A or B below. Be certain to present an argument and back it up with evidence from the readings, especially Jacob and Dubois and Garrigus. This assignment requires an outside source in addition to course materials. You will need to draw on either one academic book or two scholarly articles to make your argument. Please use footnotes, and provide a bibliography. Question A: Enlightened thinking opened doors for many people to participate (or claim the right to participate) in public and political life, but it also had limitations and contradictions from the start. Do you agree or disagree with this statement? Question B: Assess the impact of the French Revolution outside France (both within and outside Europe). Alternative: You may come up with your own paper topic as long as your TA or Professor H-J approves it by April 6.
Test 2 (15%)	May 5	will be the same format as Test 1
Participation (20%)	every week!	Participation grades will be based on: 1) 10% attendance and submission of weekly discussion questions or short written assignments 2) 10% contributions to class discussions

Schedule

WEEK 1 Jan 10	course introduction
Jan 12	early modern legacies, eighteenth-century departures [W&K, xvii-xix]
sections	Darnton, "Workers Revolt: the Great Cat Massacre of the Rue Saint-Severin" (1985) [e-reserves]
WEEK 2 Jan 17	Old Regime France [W&K, 1-17]
Jan 19	absolutism in central and eastern Europe
sections	document set #1
WEEK 3 Jan 24	The British Isles [W&K, 17-36]
Jan 26	Newtonianism [W&K, 36-47]
sections	document set #2
WEEK 4 Jan 31	the Dutch Republic [W&K, 56-69]
Feb 2	imperialism and slave trade [W&K, 65-68 (Slave Laws of the French West Indies)]
sections	Daniel Defoe, Robinson Crusoe
WEEK 5 Feb 7	Russia's emergence as a great power [W&K, 69-88; 96-97; 120-24] Paper 1 due
Feb 9	warfare and diplomacy pre-1750s [W&K, 69-88]
sections	document set #3
WEEK 6 Feb 14	Catholicism [W&K, 131-32]
Feb 16	empires of the spirit
sections	1) Read "Using Primary Sources on the Web" and come to sections prepared to discuss the topic of "history and the internet." 2) Find a primary source pertaining to the theme of religion in one of the following databases. Print the first page (at least). Write a one-page paper describing the source and indicating your reasons for choosing it. Early English Books Online Eighteenth-century Collections Online Gallica Renascence Editions Please note: if you have trouble with these links, go to www.uflib.ufl.edu and sign on via "Remote logon" (in the upper right-hand corner of the screne.) Once you logon, put these titles into the Database locater.
WEEK 7 Feb 21	the rise of the public
Feb 23	enlightenment, empire, travel literature [W&K, 98-109; 131-37]
sections	James Melton, The Rise of the Public [e-reserves] document set #4
WEEK 8 Feb 28	Test 1
Mar 2	the Enlightenment/ enlightenments [begin Jacob, The Enlightenment]
sections	Jacob, The Enlightenment
WEEK 9 Mar 7	women and the Enlightenment
Mar 9	Prussia and its military
sections	continue discussion of Jacob, The Enlightenment document set #5
WEEK 10 Spring Break
WEEK 11 Mar 21	The Seven Years War [W&K, 89-97]
Mar 23	The British Empire post 1763 [W&K, 125-29] Paper 1 rewrites due
sections	T. H. Breen, "Ideology and Nationalism on the Eve of the American Revolution: Revisions Once More in Need of Revising." Journal of American History 84 (1997) [jstor or e-reserves] James Cook, Journal of Remarkable Occurrences aboard His Majesty's Bark Endeavour, 1768-1771, General Description of New Zealand, esp. pp. 48-61 [Document set #6] Anne Salmond, The Trial of the Cannibal Dog, Chapter 1 "How Englishmen Came to Eat Dogs" [e-reserves]
WEEK 12 Mar 28	Mozart performance
Mar 30	enlightened absolutism [W&K, 109-24]
sections	Document set #7 Read closely Winks and Kaiser, 138-184, and familarize yourself with the basic narrative of the French Revolution. I encourage you to put together your own time line.
WEEK 13 Apr 4	French Revolution [W&K, 138-66]
Apr 6	reverberations [W&K, 166-84]
sections	Dubois and Garrigus, Slave Revolution in the Caribbean
WEEK 14 Apr 11	women and early feminism [W&K, 153 (Olympe de Gouges, Declaration of the Rights of Woman)]
Apr 13	reform in the British Isles
sections	Olaudah Equiano, The Interesting Narrative and Other Writings Read all the chapter headings to get a sense of the narrative as a whole. Read closely: Chapters 1, 2, 3, 5, 12 Read the account of his baptism in Chapter 4, the account of how he gained his freedom in Chapter 6, the account of going to the North Pole in Chapter 9, and the account of his conversion to Christianity in Chapter 10. Get a sense of the correspondence in Appendix E. Jennifer Howard, "Unraveling the Narrative," Chronicle of Higher Education 9 Sept 2005 [note: you need to be logged on through the library system; if the link does not work, log on at the main library page, search for the journal in the regular catalog (not the databases), and connect via the link provided]
WEEK 15 Apr 18	reactions
Apr 20	the French Revolution, Napoleon, and the birth of the modern world [W&K, 64-68] Paper 2 due
sections	C. A.Bayly, "Converging Revolutions, 1780-1820" in The Birth of the Modern World 1780-1914 (Blackwell, 2004) [e-reserves]
WEEK 16 Apr 25	wrap up
Finals week May 5	Test 2