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HIST.3257: Modern France
M.W.F.: 02:00 - 02:50 pm
ABAH 225
Fall 2009

Dr. Nkasa Yelengi
Office: ABAH 207
Phone: 726-7569
E-mail: nyelengi@d.umn.edu
Office Hours: M.W.: 03:00 - 04:00 pm and by appointment

*You can view more information including the Lecture Outline, Key Concepts, and Review Questions by clicking on the more info>> link under each week in the course outline.

Also See (Related Courses) >> History 1208: Europe in Modern Age

DEFINITION AND OBJECTIVES

This course covers two centuries of French history, from the Revolution of 1789 to the present. It is a social, total history of Modern France that intends to examine 1) social, economic, cultural and political changes with a particular emphasis on the role of the working class, the peasantry, and the unemployed, men as well as women in French daily life and 2) France's place and role in European and world politics.

Modern France is the best illustration of "common people's" power to redirect the course of national history. We will learn from the history of modern France that the masses are a major force in nation-state building. By examining the relationships between different social groups within France during the old Regime, one realizes that the oldest and most powerful nation in Europe was being eroded by centuries of internal conflicts and contradictions because of lack of political participation by the majority of its people and other social injustices. The changes that began to occur toward the end of the eighteenth and early nineteenth centuries redefined citizenry and the responsibilities of the government by giving greater voices to "all the French." But the winds of change that created the first Res Publica in Europe also brought about turmoil and search for more stability. Thus, the history of France since 1789 to the present is constantly characterized by numerous revolutions, political and economic adjustments, search for stability and sometimes predominance, humiliating defeats and so forth. French unity, ingenuity, and pride were challenged through the nineteenth century and the first half of the twentieth century. This course is the story of these challenges and how the French people, men and women, Catholics and Protestants, rural and urban people, peasants, workers, artists, bourgeois, and politicians on the left and on the right, came together in the post-WWII period to produce the miracle that has restored France as one of the major players in Europe and the world.

COURSE FORMAT

The course combines lectures and group discussions. For better participation in these discussions, students are encouraged to read their weekly materials before the beginning of the week. Because of the comparative approach being used, students may need from time to time to compare information about France with that of any other country they are most familiar with such as the US, Britain, Germany, Russia... For example, topics like French political feminism, working class movement, imperialism, war effort and decolonization should be understood within the broader context of Europe and the world while not losing sight of French peculiarities.

EXPECTATIONS

I expect all the studentscoming into my classes (1) to show good learning attitude, discipline and respect to other students and their opinions, (2) to regularly attend the lectures and actively participate in class activities, (3) to be on time with their assignments (readings and written assignments), and (4) to always be ready to answer or ask questions.

TEST FORMAT AND GRADE DISTRIBUTION

There will be Three tests.
The format of all the tests will include a few long essay questions and short definitions of concepts/peoples/places/dates that were covered in class ( lectures and/or discussions).
Grades will be distributed as follows:
1) Attendance and participation: 10 points
2) Test #1: 30 points
3) Test #2: 30 points
4) Test #3 (Final exam): 30 points

POLICIES about Tardiness, Makeup Test, Incomplete Grade , and Extra-credit paper, Academic Integrity, Student Code of Conduct, and General statement on Accommodations.

No tardiness is allowed: Arriving late in the classroom may be a major distraction for the instructor and the audience. Thus, I urge you to be on time and not enter the classroom after the doors are closed and not leave the classroom before the end of the lecture.
Makeup Test and Incomplete: When you know that you will miss a test or fail to meet a deadline to return an assignment because of a justifiable reason, make sure to inform me in advance (preferably a week) so that we can reschedule at a later time. The same procedure applies in order to be given an incomplete at the end of the year. We need to agree on the kind of work to be completed and the timetable for the completion before I can give you an incomplete.
Extra-credit (optional): You are allowed to write only one extra-credit paper for 5 points on any of the selected videos(*) shown in class. The paper must include a summary of the video (2/3) and a personal reaction (1/3) at the end. The paper must be two page long, typed and is due before the next lecture. No late paper will be accepted without prior arrangement with the instructor. Your extra-credit points will be added to your total points at the end of the semester.
UMD’S Student Academic Integrity Policcy (see: www.d.umn.edu/conduct/integrity)
“Academic dishonesty tarnishes UMD’s reputation and discredits the accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge ca only be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, this course will adhere to UMD’s Student Academic Integrity Policy which sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.”
Statement on Student Conduct Code, including classroom conduct (see: www.d.umn.edu/assl/conduct/code)
“The instructor will enforce and students are expected to follow the university’s Student Conduct Code. Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor’s ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-messaging, watching videos, playing computer games, doing email, or surfing the Internet on your computer instead of note-taking or other instructor-sanctioned activities.”
General statement on accommodations
It’s one of my goals to make this class enjoyable and accessible to everyone. Let me know (via email, voice mail, regular mail, etc.) as soon as possible if you have a disability for which special accommodations are needed.

REQUIRED READINGS:
A: To be Purchased in the Bookstore

Cohen, William B., Transformation of Modern France. Boston-New York: Houghton Mifflin Co., 1997.
Popkin, Jeremy D., A History of Modern France. Third Edition. New Jersey: Prentice Hall, 2006

B. On Reserve in the library:

Hunt, Lynn, The French Revolution and Human Right. Boston-New York: St Martin's Press, 1996
Wright, Gordon, France in Modern Times. Fith edition, 1995

CLASS SCHEDULE

Week 1. Introduction: Eighteenth-century French Society
Readings: Popkin, 7-35

-W. : Introduction
-F. : Society, economy, and politics during the Old Regime