New Approaches to the Age of Revolutions

This subject has the following teaching availabilities in 2015:

Total 85 Hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

The "Age of Revolutions 1760-1820" has long been seen as pivotal in the making of the modern world. Like contemporaries, historians have long reflected on the intellectual and cultural similarities and differences between revolutions in the France and the Americas and upheavals in Britain, Ireland and elsewhere. The concept of the "Atlantic" or "democratic" revolution – first articulated in the 1950s by Jacques Godechot and R.R. Palmer and long seen as sterile because of its perceived reflection of Cold War politics – has been revivified by recent histories of the republic of letters, of women's cultures, and above all of slavery and revolt, from our own perspective of the globalizing world of the twenty-first century.

This subject will appeal to students in any of the humanities or social sciences with an interest in this turning-point in modern world history, culture and politics.

To provide advanced intensive instruction in a topic or area of scholarship in the humanities, social sciences or creative arts. A student who completes this subject should have:

• enhanced knowledge of the topic or area of scholarship taught in the module;
• an ability to reflect upon their own research work in relation to the content of the module;
• enhanced engagement with leading-edge research in Arts today.

• one 500-word essay proposal. Due during the teaching period (20%)
• one 2000-word essay. Due within four weeks of completion of teaching (80%)

This subject is not available as a breadth subject.