I. Books (available through bookstores).

Berlanstein, Lenard R., ed., The Industrial Revolution and Work in Nineteenth-Century Europe. London and New York, 1992.

Blackbourn, David and Richard J. Evans, eds. The German Bourgeoisie: Essays on the Social History of the German Middle Class from the Late Eighteenth to the early Twentieth Century. London and New York, 1991

Davidoff, Leonore and Catherine Hall. Family Fortunes: Men and Women of the English Middle Class, 1780-1850. Chicago, 1989.

Doyle, William. The Oxford History of the French Revolution. Oxford and New York.

Evans, R. J. W. and Hartmut Pogge von Strandmann, eds. The Coming of the First World War. Oxford, 1988.

Gildea, Robert. Barricades and Borders: Europe, 1800-1914. Oxford, [1987] 1996.

Herzog, Dagmar. Intimacy and Exclusion: Religious Politics in Pre-Revolutionary Baden. Princeton, 1996.

Kent, Susan Kingsley. Sex and Suffrage in Britain, 1860-1914. Princeton, 1987.

Sperber, Jonathan, Rhineland Radicals: The Democratic Movement and the Revolution of 1848. Princeton, 1991.

Wehler, Hans-Ulrich. The German Empire 1871-1918. Translated by Kim Traynor. Leamington Spa and Dover, NH, 1985.

II. Weekly Essays.

Each week's assignment will include a written essay. These will vary from week to week and suggestions will be specified in the class prior to the week's assignment. This will allow for adjustment according to the interests and needs of the class. A typical assignment might consist of two parts: a one-page outline of the political chronology under consideration and a two-page commentary on the monograph assigned for the week. Sometimes one week's assignment will entail an expansion or a revision of a previous assignment. Some essays will be comparative in nature, allowing you to contrast the approach of two or more historians to a single subject. The weekly essays will be relatively short, generally three pages in length. Unless otherwise specified, take three pages, double spaced, as the specified length.

III. Final Project

Option I: An Outline for an Undergraduate Course.

Organization: Each participant will determine the organization of material which fits his or her best notions of what is important about the nineteenth century. For the sake of congruity in the class, each syllabus should consist of fifteen topics, one for each week during a semester. A forthright attempt should be made to include the entire chronology, however, choices will clearly have to be made about the particular subject matter used to introduce students to the prominent issues. The decisions should be made consciously, and they should be justified. It is expected that each syllabus will have a particular focus, such as social history, political history, gender-based history, or military history, but the goal is to offer a comprehensive view of major developments of the nineteenth century.

Seminar members are encouraged to include one or more topics not emphasized in the course, for example geo-political areas about which no monograph was included in the course syllabus, such as the Hapsburg Empire, Russia or Spain. Another example would be a technological development such as railroads, or a cultural theme such as the development of compulsory education, which significantly impacted the lives of nineteenth-century Europeans.

Specification of Content: Each topic or unit should include a short outline of the historical events to be presented. A simple and appropriate guideline to use in creating the outline is the question, "what information should students be asked to encounter in relation to this topic?"

Specification of Interpretation: Each topic or unit must include a statement indicating the major interpretation(s) the author of the syllabus wishes to communicate to students in connection the particular subject. This statement should make reference to historians' work on which it rests. A guideline to use in connection with this part of the assignment is the question, "how shall I help students make sense of this material?" This will be answered by individual class members in very different ways. It is vital, however, that each course outline be constructed with an awareness of modern historical scholarship.

Bibliography. Each unit or topic must include a bibliography in two parts: (a) works consulted in creating this syllabus, usually consisting of those read in the course and (b) works you consider it important to read or consult in connection with further preparation in this area. Frequently such works will be cited in class sessions, but you should not limit yourself to these. Bibliographies should include selected works which are important in terms of methodology or interpretation.

Option II: Your individually designed project.

IV. Grading and Participation.

The primary factors in grading will be the weekly papers (combined, 75%) and the comprehensive syllabus (25%). Attendance and active participation in discussion are expected. The latter will constitute an informal element in grading. Attendance will be a factor only in the case of three or more absences. Three absences will lower a grade by a letter, and each additional absence by an increment of one-third letter. Late papers will be assigned a grade one letter lower than they otherwise would earn if handed in by the third day after the due date, and grades will continue to decline by increments of one-third letter for each additional day late. I hope and expect that none of these negative factors will come into play for any class members.

V. Calendar of assignments.

Aug.	27: Introduction
Sept.	3: The French Revolution I. Doyle, Ch. 1-10.
	10: The French Revolution II. Doyle, Ch. 11-17.
	17: Structural Change, Formal Politics and Popular Politics before 1848. Gildea, Ch. 1-3; Sperber Ch. 1-3.
	24: Politics, Culture, and the Bourgeoisie. Davidoff and Hall, Prologue and pp. 1-192.
Oct.	1: Bourgeoisie--continued--and Gender. Davidoff and Hall, pp. 195-454.
	8: The Revolutions of 1848. Gildea, Ch. 4 & 5 and Sperber, Ch. 4-8.
	15: Gender, Religion, and Ethnicity. Herzog.
	22: Economic and Cultural Change; the Formation of the Nation State. Gildea, Ch. 6-9.
	29: Old and New "Elites," Democracy and the Nation State. Wehler.
Nov.	5: Industrial Society, Oppositional Forces, Empire. Gildea, Ch. 10-14.
	12: Work. Berlanstein.
	19: Gender and Politics. Kent.
	26: New Elites (Revisited). Blackbourn and Evans.
Dec.	3: Diplomacy and the Coming of the War. Gildea, Ch. 15; Evans and Strandmann.
	10: Discussion of Final Syllabi. Distributed to class members by Friday, Dec. 7.