DISCIPLINE SPECIFIC CORE COURSE– 3 (DSC-3): History of Modern Europe – I

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of Modern 4 3 1 0 12 th Pass Nil
Europe – I

Learning Objectives
This paper shall provide a critical overview of the French Revolution, and acquaint the students
with the repercussions of the revolution, both within and beyond France. It shallalso trace the
patterns and outcomes of social upheaval throughout Europe in the first half of the 19th century.
The debates on the development and impact of industrialcapitalism shall be discussed. The birth
of new social movements, political ideas and structures shall be contextualised within developing
capitalism of the nineteenth century.

Learning outcomes
On completing this course, the students will be able to:
• Identify what is meant by the French Revolution.
• Trace short-term and long-term repercussions of revolutionary regimes andEmpire-
building by France.
• Explain features of revolutionary actions and reactionary politics of threatened
monarchical regimes.
• Delineate diverse patterns of industrialization in Europe and assess the socialimpact of
capitalist industrialization.
• Analyse patterns of resistance to industrial capital and the emerging politicalassertions
by new social classes.

SYLLABUS OF DSC-3

Unit I: The French Revolution

1. The Enlightenment, political and economic crisis of the Ancien Regime
2. A new political culture and transformations: Democratisation of polity and
academies, changing social relations
3. Historiographical Perspectives on the French Revolution

Unit II: Continuity and change in the early nineteenth century

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 1. First French empire and monarchical consolidation
2. Revolutions 1830s-1850s

Unit III: Industrial Revolution and Social Transformation (the 19th century)
1. Experience of Industrialisation France, Germany and Eastern / SouthernEurope
2. Impact of the Industrial Revolution: Work, Family and Gender

Unit IV: Political movements in the 19th century

1. Parliamentary and institutional reforms in Britain, chartists & suffragettes
2. Industrial unrest, development of socialism: Utopians, Marxism, the
International working class movement and social democracy

Unit V: Culture and Society: 1789-1850s

1. Popular Consumption of Culture: Neo Classical Art, Romanticism and Realism in art
and literature
2. The City in the age of Industrialization

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: In this rubric the students would have learnt about the origins of the French Revolution
and political transformation in late eighteenth century France. They would have explored
various themes linking the phases of the revolution with various key developments during
the revolutionary years, transformation of institutions and social relations. (Teaching time:
15 hrs. approx.)
• McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford University
Press (Chs.1 -- 9) E book by Peter Mc. Phee
• Campbell, Peter R. (Ed.).(2006). The Origins of the Revolution. New York: Palgrave
Macmillan, pp. 1-34, 139-159 (Introduction and Ch.5).
• Rude, George (2000).Revolutionary Europe1783-1815. Somerset, New Jersey, U.S.A.:
Wiley-Blackwell (Ch.1).
• Furet, Francois, (1988). The French Revolution 1770-1814. Oxford: Blackwell, pp.3-100
and 211-66.
• Landes, Joan B. (1988). Women and the Public Sphere in the Age of the French
Revolution. Ithaca, London: Cornell University Press,
• Darnton, Robert. (1996). “What was Revolutionary About the French Revolution.” in
Peter Jones, (Ed.).The French Revolution in Social and Political Perspective. London:
Edward Arnold, pp. 18-29.
• Kates, Gary. (Ed.).(1998).The French Revolution: Recent debates and Controver- sies.
London and New York: Routledge.
• Frey, Linda S. and Marsha S. Frey.(2004). The French Revolution, Westport, CT:
Greenwood Press, pp. 37-46 (“A New Political Culture”).
• Kennedy, Emmet. (1989).A Cultural History of the French Revolution. New Haven and
London: Yale University Press. Chapter 9

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 • Hunt, Lynn.(2004).Politics, Culture, and Class in the French Revolution. Oakland:
University of California Press.
• Hunt, Lynn.(1989). “Introduction: The French Revolution in Culture, New Ap- proaches
and Perspectives.”Eighteenth-Century Studies 22(3), Special Issue: The French
Revolution in Culture, Spring.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

At the end of this rubric students would have developed an understanding of the significant
transformations in European polity and society till the mid nineteenth century. They would
have studied about the establishment of Napoleonic Empire, its impact on France and Europe.
They would have read about the consolidation of monarchical power and about events
leading up to the revolutions 1848. (Teaching time: 6 hrs. approx.)
• Grabb, Alexander.(2003).Napoleon and the Transformation of Europe. NewYork:
Palgrave Macmillan (Ch. 2 &Ch.3).
• Lyons, Martin. (2006).Post-Revolutionary Europe, 1815-1856, New York:Palgrave
Macmillan.
• Price, Roger (1988).The Revolutions of 1848. London: Macmillan.
• David Thomson, Europe since Napoleon, 1957, Part-II Chapter 6 and 7
• Sperber, Jonathan (2005). The European Revolutions, 1848-1851. Cambridge:Cam-
bridge University Press.
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त युद्ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहार्स। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

Unit III: In this Unit the student would learn about the social and economic changesin
Europe during the nineteenth century. The student would be expected to develop on
her/his understand- ing of the social and economic dimensions of the Industrial
revolution in eighteenth century Britain to compare and understand the specific case
studies of France, Germany and Russia in the nineteenth century. (Teaching time: 9
hrs. approx.)
• Stearns, Peter N.(2013).The Industrial Revolution in World History. Boulder: West-
view Press.
• Trebilcock, Clive. (2000). “Industrialization of Modern Europe 1750-1914.” in
T.C.W. Blanning (Ed.).The Oxford History of Modern Europe. Oxford: OxfordUni-
versity Press, pp. 46-75.
• Cameron, Rondo. (1985). “A New View of European Industrialization.”Economic
History Review 38 (1), pp. 1-23.
• Beaudoin, Steven M.(2003).The Industrial Revolution. Boston, New York:Houghton
Mifflin Company (Ch.4 & Ch.5)
• Simonton, Deborah. (1998).The Routledge History of Women in Europe since1700,
London and New York: Routledge, pp.134-176 (Ch.5).
• Louise Tilly and Joan Scott, Women, Work and Family, 1978 Routledge,London and
New York

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 • Tom Kemp, Industrialisation in Nineteenth Century Europe, 1974, Routledge
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त यद्
ु ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहर् Nideshalaya, DU. ◌ास। Hindi Madhyam Karyanvaya
• �र् वेश वजय, मीना भारराज, वंि◌ ना चौधर� (संपाि◌ क)। आधर ◌ु नक यरू ◌ोप का इहार्स: आयाम और
�र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit IV: At the end of this rubric the student will be expected to demonstrate an
understanding of the transformations of the political systems in nineteenth century Europe.
Taking up the case study of nineteenth century Britain the student will study the development
of parliamentary institutions alongside a new politically assertive working class. The student
will also be expected to bring together her/his understanding of the economic and political
transformations in this period when exploring the emergence of socialist thought and critique
of capitalism. (Teaching time: 9 hrs. approx.)
• Lang, Sean (2005).Parliamentary Reform, 1785-1928. London and New York:
Routledge.
• Willis, Michael. (1999). Democracy and the State, 1830-1945.Cambridge: Cam-bridge
University Press.
• Walton, John K.(1999).Chartism, London and New York: Routledge.
• Geary, Dick (1981).European Labour Protest 1848-1939. London: Croom Helm
London
• Kolakowski, Leszec. (1978).Main Currents of Marxism. Volume I. Oxford:Claren-
don Press.
• Lichthem, George. (1970). A Short History of Socialism. London: Weidenfieldand
Nicolson.
• Joll, James. (1990).Europe Since1870.New York: Penguin Books, pp. 49-77
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय र्वत य◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर ◌ु नक यर◌ू ◌ोप का

इर◌्ह◌ास: आय◌ामऔररि◌◌् श◌ाए◌ं।Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit V: Culture and Society: 1789-1850s: Approx. In this Unit the student will be expected to
link various themes from the earlier rubrics and develop an understanding of the cultural,
artistic and urban transformations in nineteenth century Europe. The student will be
expected to develop a competent understanding of the emergence of new art forms,
reformation of various art and cultural academies, the developing notions of consumption of
culture and the changing patterns of urbanism. (Teaching time: 6 hrs. approx.)
• Blanning, T.C.W. (2000). “The Commercialization and Sacralization of European
Culture in the Nineteenth Century.” in T.C.W. Blanning, (ed.).The Oxford History of
Modern Europe. Oxford: Oxford University Press, pp. 101- 125 &126-152.
• Blanning, T.C.W. (2010). The Romantic Revolution: A History. London: George
Weidenfeld & Nicholson.
• Blanning, T.C.W. (ed.) (2000). Nineteenth Century Europe, Short Oxford History of
Europe, Oxford: Oxford University Press (Chapter 4)

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 • Schneider, Joan, (2007) The Age of Romanticism, Greenwood Guides to Historical
Events 1500-1900, Greenwood Press, London
• Lees, Andrew and Lynn Hollen Lees.(2007).Cities and the Making of Modern Europe
1750-1914. Cambridge: Cambridge University Press.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्रार◌ं् स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज
य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर◌ु नक यर◌ू ◌ोप का इहार्स: आयाम और �र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya,
DU

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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