HIST209 - Revolutionary Europe 1789-1917

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

Europe during the 'long' nineteenth century from the French Revolution of 1789 until the 1917 Russian Revolution profoundly influenced the course of modern history, giving birth to, incubating, or accelerating many of the political, ideological, economic, social and cultural forces that we associate with the twentieth and twenty-first centuries. In this unit, we will examine the causes, character and consequences of some of these developments, as well as important continuities. We will apply a variety of historical methods and approaches, and work with different types of primary and secondary sources, in order to investigate and research major topics. Where appropriate, the unit will focus on specific nation or theme-based case studies in order to 'drill down' into key issues and debates.

The aim of this unit is to develop students' capacity to examine historically processes of change and continuity in Europe, 1789-1917, and the global consequences of European developments.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Nation-based, thematic or comparative case studies will be selected to examine issues relating to revolution in Europe including: 

• The ‘long’ nineteenth century in historical perspective  
• The causes and consequences of revolution 
• The causes and consequences of war 
• War and revolution 
• Political ideologies 
• Political, economic and social change and continuity 
• European imperialism 
• Religion and the European ‘culture wars’ of the 19th century  
• Science and race 
• Technological change and innovation 
• Intellectual trends 
• Europe at the end of the ‘long’ nineteenth century 
• The unit will also develop active history theory and techniques including: 
• Advanced techniques in locating and using primary and secondary sources  
• Historical approaches used in the research and analysis of nineteenth-century Europe 

Learning and teaching strategy and rationale

Domestic Mode:  Attendance.  

Rome Campus ModeIntensive 

This 10 credit-point unit has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total and may be taught in attendance mode across the semester or as in intensive unit on the Rome campus. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as lectures, tutorials, reading, reflection, discussion, film screenings, skills workshops, and assignments etc. 

This unit embraces active learning by taking the form of a face-to-face class containing activities through which students will:  

1) gain a deep understanding of the content covered in the unit.  

The active learning activities in this unit include reading, writing, discussion and problem-solving aimed at promoting analysis and synthesis of class content, paying particular attention to the dynamics of historical debate about relevant topics. Students may also use case studies to assist them in this process.  

2) develop and hone skills fundamental to the discipline of history, including the development of methods for working with and interpreting primary sources; the ability to identify relevant and high-quality secondary sources and incorporate them into their own research and analysis; the ability to process extensive amounts of historical information and identify what is most relevant and valuable; and to communicate their findings in a style appropriate to their audienc

Assessment strategy and rationale

In the History discipline, second year units are designed to include a selection of the following assessment tasks: 

• Active research tasks that require students to find and use primary and secondary sources 
• Digital search techniques for online archives and/or digital newspaper databases 
• ‘Hands on’ historical methods such as oral history, textual and visual analysis, etc. 
• Research essay/challenge  
• In-class debates or team challenges 
• Forums/blogs/online discussion 
• Short answer responses 
• Short quizzes/in-class tests 
• Tutorial-based assignments/presentations 

Students in this unit will be encouraged to: develop specific skills in locating, reading and analysing sources; consider different approaches to the past and the dynamics of historical and historiographical debate; and employ active research techniques into their own research and analysis. This unit introduces students to strategies that will help them to: (a) understand and interpret the history of a particular country (or countries); (b) take a thematic approach to the study of the past.  

Before attempting advanced level research essays or summative analysis later in the unit, students need to develop a strong foundational knowledge of how to locate, read and analyse primary and secondary sources on key elements of the history of nineteenth-century European history. The first analytical task is designed to improve students’ capacity to work with and interpret evidence found in primary and secondary sources. This may take the form of tasks that require students to use digital search techniques to locate and critique set primary and secondary sources, or independently to find and assess sources that they consider appropriate and relevant to the topic at hand. The task assesses LOs 1-3. Students then build on the techniques and knowledge developed in the analytical task to undertake an independent research task. The task will require students to construct an evidence-based historical narrative or argument on a specific historical issue, debate, or event. The research task assesses learning outcomes 1-4. This may take the form of a research essay, presentation, or debate. The final, summative, task assesses how well students can draw together knowledge and skills developed in the unit to provide sound historical analysis of one or more of the unit’s key themes. The summative task assesses learning outcomes 2-5. This task will usually take the form an examination or essay. 

Overview of assessments

Representative texts and references

Berend, I. T. An Economic History of Nineteenth-Century Europe: Diversity and Industrialization. Cambridge: Cambridge University Press. 2013. 

Berger, S. (ed.). A Companion to Nineteenth Century Europe, 1789-1914, Malden MA: Blackwell, 2006.  

Blanning, T. C. W. (ed.). The Nineteenth Century: Europe 1789-1914. Oxford: Oxford University Press. 2000. 

Evans, R. J. The Pursuit of Power: Europe 1815-1914. London: Allen Lane. 2016. 

Fuchs, R., and Thompson, V. Women in Nineteenth-Century Europe. Basingstoke and New York: Palgrave MacMillan, 2005 

Gildea, R. Barricades and Borders: Europe 1800-1914, Oxford: Oxford University Press, 2003.  

Melancon, M. S., and Swanson, J .C. (eds.). Nineteenth Century Europe: Sources and Perspectives from History. London: Longman, 2006. 

Merriman, J. A History of Modern Europe: From the French Revolution to the Present (vol. 2), 3rd edition, New York: W. W. Norton, 2010.  

Rapport, M. Nineteenth-Century Europe. Houndmills: Palgrave Macmillan, 2005. 

Sperber, J. Revolutionary Europe, 1780-1850. London: Longman, 2000.