HIST 3365-001
Fall 2022; MWF 9:00 AM – 9:50AM
University Hall 08
Land Acknowledgement
UT Arlington respectfully acknowledges the Wichita and Affiliated Tribes upon whose historical homelands this University is located. Their ancestors resided here for generations before being forcibly displaced by U.S. settlers and soldiers in the mid-1800s. We recognize the historical presence of the Caddo Nation and other Tribal Nations in the region; the ongoing presence and achievements of many people who moved to the area due to the Indian Relocation program of the 1950s and 1960s; and the vital presence and accomplishments of our Native students, faculty, and staff.
Instructor Information
Instructor: John Garrigus; website: https://johngarrigus.com
Office: University Hall 343
Student “Drop-In” Hours: Mon. and Wed., 10am to 11; I’ll also be available on Teams in those hours
History Department Office Telephone: 817-272-2661
Email: garrigus@uta.edu
Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus
Course Information
Section Information: HIST 3365-001
Time and Place of Class Meetings: 9am to 9:50 am Mondays, Wednesdays, and Fridays in University Hall 08
Required Book: Jeremy Popkin, A Short History of the French Revolution (Routledge, 2019) 7th edition.
If you cannot afford this edition, please buy a used copy of an earlier edition, which will be more affordable.
Other required reading materials will be available on Canvas.
Technology Requirements:
We will use Canvas throughout the semester to submit papers, administer quizzes, and share course materials.
Description of Course Content:
Focusing on France in the years from 1600 to 1815, this course charts the emergence of a centralized state and eventually the idea of a French “nation”. We’ll study the so-called French Enlightenment and discuss its complex legacy. We’ll place France in a wider Atlantic context, recognizing that the French Revolution was part of an Age of Revolutions that included the American and especially Haitian Revolutions. As part of our work, you will learn how to interpret primary and secondary sources, skills that are the foundation of historical knowledge.
Learning Outcomes
- Students will be able to identify major cities and regions of France on a map. To be assessed on a map quiz.
- Students will be able to describe and analyze primary sources. To be assessed in three assigned papers.
- Students will be able to describe secondary sources. To be assessed in three assigned papers.
- Students will be able to describe historical thinking skills and apply them to French history. To be assessed in three assigned papers.
Expectations
You can expect me to:
- answer your email within 24 hours if you send it through Canvas. At some points in the term, my inbox gets quite full, but I do want to hear from you. If you email me and don’t hear back from me within 24 hours, please send a follow up email. I will appreciate the gentle reminder.
- be glad to see you in my student drop-by hours or any other mutually convenient time we can get together on campus. We can discuss the reading, the assignments; I’d like to hear about your, your plans for the future and your activities outside of class
- let you take each quiz twice, counting the highest score.
- give you extensions of a few days for our papers IF you are keeping up with the quizzes and discussion. You do have to ask, however.
- give you detailed feedback on each paper. On the next paper, I’ll grade you on whether you used my feedback to improve your work. This course is designed to help you grow your abilities.
- take plagiarism and other forms of academic dishonesty quite seriously. Please read the academic dishonesty section and ask me — throughout the semester — if you have questions.
I expect you to:
- understand that performing poorly on an assignment is a sign that you need to change your strategies or get help. Challenges are a standard part of learning, which is why you should use UTA services (tutoring, counseling, the Writing Center) as much as you can.
- contact me using Canvas or email when you have questions or problems concerning the class.
- participate in class discussions, which are an essential part of this course.
- finish the reading on time so you can be fully involved in our class meetings.
- use the UTA Writing Center for your assignments. They have on-line appointments! Learning how to use UTA’s resources is an essential (and normal) part of the learning process.
- understand what plagiarism is and ask me if you have questions any time during the semester.
Grading and Assignment Information
| Assignment | Points | Description |
| Map quiz (in class, Monday August 29) | 50 | On a map with the outline of France, you’ll identify 10 regions, cities, or rivers from a list I provide. There’s a practice map at the end of the Word doc version of this syllabus |
| 10 weekly journal questions | 100 | For 14 weeks this semester, I’ll post a question about a primary source assigned for that week. You’ll answer 10 of them over the semester. This should be an easy A! I’ll award 10 points for an answer that shows that you did the reading, and 5 points for one that does not show this. |
| 16 weekly reading quizzes | 100 | Every week on Canvas, I’ll post a short (6 or 7 questions) multiple-choice quiz over that week’s secondary reading; you can take each quiz 2 times and only the highest score counts. |
| Discussion/participation | 120 | I take notes on your presence and involvement in our class discussions. Fridays are especially important for this. |
| 2 Writing Center visits | 30 | About a week before each of our papers, you’ll make an on-line appointment with UTA Writing Center to go over a draft of your work. When the Center sends me a message about your appointment, I’ll give you the points. Make an appointment at https://uta.mywconline.com Be sure to give them a copy of your assignment. |
| 2 papers; (Due on Monday, Sept 26 at 7pm and Monday, October 31, at 7pm) | 300 | You’ll write a 5-page paper based on primary and secondary sources for our unit on early modern France and, following the same framework, about the causes of the Revolution. You’ll submit the paper on Canvas. |
| Final paper (Due on December 10) | 300 | At the end of the semester, you’ll write about what the French Revolution accomplished and merge those ideas with revised versions of your two earlier papers for the final paper. |
| TOTAL | 1000 | At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc. |
Course Schedule
Early Modern France, 1500-1715
[overarching question: What forces created monarchical France out of disparate regions and social groups?]
Week 1 Defining France
Reading: NYT article (April 2022); Bell, “Lingua populi” (1995) pp1403- 1413 and Moheau, “Research .. on the French Population” (1778) and Lefevre, “Journal of a country priest,” (1709)
August 22 What is/was France? Society and politics in the early modern era
August 24 Church and the Renaissance
August 26 DISCUSSION of the week’s readings
Week 2 Social and Political structures
Reading: Beik, “Ecclesiastical Power and religious faith” (2009); Mornay, “A Defense of Liberty against Tyrants,” (1579)
August 29 The Protestant Reformation, War, and Politics; MAP QUIZ
August 31 Louis XIII and Richelieu
September 2 DISCUSSION of the week’s readings
Week 3 The Rise of Louis XIV
Reading: Peter Burke, “Introducing Louis XIV” (1992); Colbert, “Instructions,”(1663) and “Grands Jours d’Auvergne” (1996)
September 5 NO CLASS because of Labor Day; 3 10-minute on-line lectures on the young Louis XIV
September 7 Absolutism: The Sun King at his peak
September 9 DISCUSSION of the week’s readings
Week 4 War and Colonies
Reading: Dull, “Ships of the Line” and “Louis XIV and his Wars” (2009); Richard Herr, “Honor versus absolutism: Richelieu’s fight against dueling,” (1955); Louvois, “Letters,” (1683-84)
September 12 Warfare on land: the “military revolution” of the 1600s
September 14 Warfare at sea: French Canada and the Antilles
September 16 DISCUSSION of the week’s readings
Week 5 The End of the Sun King
Reading: Burke, “The reverse of the medal,” (1992); Fénelon, “The Condition of the French Army,” (1710) and “Questions for the Royal Conscience”
September 19 Famine and War
September 21 The Emergence of Opposition
September 23 DISCUSSION of the week’s readings and the paper
The Slow Collapse of the Monarchy, 1715-1789
[overarching question: what caused the French Revolution?]
Week 6 The Origins of Enlightenment
Reading: Julian Swan, “Politics: Louis XV,” pp 195-204; Dorinda Outram, “What is Enlightenment?”(2005); Immanuel Kant, “What is Enlightenment?” (1784)
September 26 Politics under a new King (1st Paper DUE on Monday, Sept 26; 7pm)
September 28 Science and Religion
September 30 DISCUSSION of the week’s readings
Week 7 Consumption and the “French Atlantic”
Reading: Kwass, “Big Hair: A Wig History of Consumption in Eighteenth‐Century France,” (2006)AHR pp631-60; Burnard and Garrigus, Plantation Machine (2016) p32-38; 42-48; Girod Chantrans, “Plantation Slaves,” (1785)
October 3 The Rise of Consumer Culture
October 5 France’s Atlantic Slave Empire
October 7 DISCUSSION of the week’s readings
Week 8 City Life, Reform
Reading: Garrioch, Making of Revolutionary Paris (2004) Chapter 2 (p45-63,) and part of Chapter 5 (p115-27); Voltaire, selections from Treatise on Toleration (1764)
October 10 Life in the Cities
October 12 Crime and Punishment
October 14 DISCUSSION of the week’s readings
Week 9 Sociability and Sexuality
Reading: Robert Darnton, “Introduction,” and “Philosophy Under the Cloak” (1996); Montesquieu, The Persian Letters, Letters 10-14; 24-26; 46-48; 55-56; 83-95; 105-106; 116-117; 125-128; 142-145.
October 17 Enlightenment Society
October 19 Gender, Race, and the Enlightenment
October 21 DISCUSSION of the week’s readings
Week 10 War and Taxes
Reading: Popkin, Short History, 1-23 [Ch1] ; “A Royal Tongue Lashing,” (1766) and “Remonstrance” (1775)
October 24 The Age of Atlantic Warfare
October 26 The Collapse of the Monarchy
October 28 DISCUSSION of the week’s readings and the 2nd paper
The Revolution, 1789-1815
[overarching question: what did the French Revolution accomplish?]
Week 11 The Estates General
Reading: Popkin, Short History, pp24-61 [Ch2 and Ch3] including primary source documents and images; other primary sources to be posted on Canvas
October 31 The Summer of 1789 (2nd Paper DUE Monday October 31, 7pm)
November 2 The Church and the Revolution
November 4 DISCUSSION of the week’s readings
Week 12 The Constituent and Legislative Assemblies
Reading: Popkin, pp 62-82 [Ch4] including primary source documents and images; other primary sources to be posted on Canvas
November 7 The End of the Monarchy
November 9 The Black Revolution in Saint-Domingue
November 11 DISCUSSION of the week’s readings
Week 13 The First Republic and the Terror
Reading: Popkin, pp 83-108 [Ch5] including primary source documents and images; other primary sources to be posted on Canvas
November 14 External and Internal Wars
November 16 The Reign of Terror
November 18 DISCUSSION of the week’s readings
Week 14 (THANKSGIVING WEEK) Thermidor
Reading: Popkin, pp 109-128 [Ch6] including primary source documents and images; other primary sources to be posted on Canvas
November 21 Thermidor and the Directory
Week 15 Napoleon Bonaparte
Reading: Popkin, pp 128-160 [Ch7 and 8] including primary source documents and images; other primary sources to be posted on Canvas
November 28 The Rise of Napoleon
November 30 Napoleon’s Empire
December 2 DISCUSSION of the week’s readings
Week 16 Legacy of the Revolution
Reading: Popkin, Short History, pp 161-175
December 5 The Legacy of the Revolution
FINAL PROJECT DUE: Dec 10 FINAL PAPER
As instructor, I reserve the right to change the course schedule and policies in the event of unforeseen circumstances.
Institutional Information
UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:
- Drop Policy
- Disability Accommodations
- Title IX Policy
- Academic Integrity
- Student Feedback Survey
- Final Exam Schedule
Additional Information
Face Covering Policy
While the use of face coverings on campus is no longer mandatory, all students and instructional staff are strongly encouraged to wear face coverings while they are on campus. This is particularly true inside buildings and within classrooms and labs where social distancing is not possible due to limited space. If a student needs accommodations to ensure social distancing in the classroom due to being at high risk, they are encouraged to work directly with the Student Access and Resource Center to assist in these accommodations. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center’s front desk or in their department.
Attendance
At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class, but I do not have a separate attendance grade.
However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to verify Federal Student Aid recipients’ attendance in courses. UT Arlington instructors should be prepared to report the last date of attendance as part of the final grading process. Specifically, when assigning a student a grade of F, faculty must report the last date a student attended their class based on evidence of academic engagement such as a test, participation in a class project or presentation, or an engagement online via Canvas. This date is reported to the Department of Education for federal financial aid recipients.
Distance education courses require regular and substantive online interaction and participation. Students must participate in online course activities to demonstrate attendance; logging into an online class is not sufficient by itself to demonstrate attendance.
Academic Integrity
Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:
I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.
I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.
UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.
Emergency Exit Procedures
Should we experience an emergency event that requires evacuation of the building, students should exit the room and move toward the nearest exit, which is located to the left as you leave UH09. When exiting the building during an emergency, do not take an elevator but use the stairwells instead. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.
Academic Success Center
The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.
The English Writing Center (411 in the Central Library)
The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Register and make appointments online at the Writing Center (https://uta.mywconline.com). Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see Writing Center: OWL for detailed information on all our programs and services.
The Library’s 2nd floor Academic Plaza (http://library.uta.edu/academic-plaza) offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation.
Emergency Phone Numbers
In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.
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