DOCSLIB.ORG

History (HST) 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History (HST) 1 History (HST) 1 HST 103. World Civilizations to 1500. (3 h) HISTORY (HST) Survey of the ancient, classical and medieval civilizations of Eurasia with a brief look at American and sub-Saharan societies. Focus varies with Historians collect, organize, and explain complex data. With instructor. (CD, D) impressive skills in critical reading, research, analysis, writing, HST 104. World Civilizations since 1500. (3 h) and public speaking, our majors are prepared for a wide range of Survey of the major civilizations of the world in the modern and professions. Wake Forest’s history majors pursue careers that range contemporary periods. Focus varies with instructor. (CD, D) across entrepreneurship, education, government service, healthcare, public-interest foundations, publishing, consulting, journalism, and HST 105. Africa in World History. (3 h) beyond. Our students also find their studies in history excellent Examines the continent of Africa from prehistory to the present in global preparation for graduate study in law, business, and the arts and perspective, as experienced and understood by Africans themselves. (CD, sciences. D) HST 106. Medieval World Civilizations. (3 h) Our faculty’s research and teaching investigate the political, religious, Provides an overview of world civilizations in the period generally social, cultural, and economic ideas and institutions that people have understood as "medieval," from 600 C.E. to 1600 C.E. The course used to order their lives. Our curriculum introduces students to historical examines cultures and scoieties in East Asia, India, Africa, and the methodologies and the fundamentals of research and writing. We work Americas as well as Europe and asks if there is such a thing as a together to understand history both as a scholarly discipline and as a "medieval" world history. What characteristics do these widely differing framework for intellectual inquiry. cultures and geographic areas share, and where do they differ? (CD, D) When Wake Forest students explore the past, they confront the diverse HST 107. Middle East & the World. (3 h) contexts in which people have lived and they analyze the choices and Examines, in its global context, the Middle East region from the inception forces that have produced our world. of Islam in the 7th century to the 20th century. Combines an introduction to Islamic civilization in its central lands with a close study of its Divisional Credit interaction with other societies. (CD, D) Only courses designated by a (D) receive divisional credit. Wake Forest HST 108. Americas and the World. (3 h) students cannot receive divisional credit for history courses taken at Examines North, Central and South America in global perspectives from other institutions or study abroad courses not designated by a (D) in the premodern times to the present with particular attention to political, course list below. History courses of students who are transferring to economic, social, and cultural developments and interactions. (CD, D) Wake Forest from other institutions will be considered on a case-by-case HST 109. Asia and the World. (3 h) basis. Students with two AP courses (6 credit hours) in History may take Overview of Asia (primarily East, Southeast, and South Asia) since any 200- or 300-level course for divisional credit, with the exception of 1500 with emphasis on economic, diplomatic, cultural, and religious courses numbered 390 and above. interactions with the outside world. (CD, D) Students contemplating graduate study should acquire a reading HST 110. Atlantic World since 1500. (3 h) knowledge of one modern foreign language for the master of arts degree Examines the major developments that have linked the civilizations and two for the PhD. bordering the Atlantic Ocean from 1500 to the present. Themes include exploration; commerce; European colonization and indigenous Contact Information responses; disease; religious conversion and revivalism; mestizo and creole culture; imperial warfare; enlightenment; revolution; slavery Department of History (http://college.wfu.edu/history/) and abolition; extractive economies; nationalism; 'scientific racism;' Tribble Hall B101, Box 7806 invented traditions; the black diaspora and negritude; decolonization; Phone 336-758-5501 the Cold War; segregation and apartheid; dictatorship; neoliberalism; and Programs globalization. (CD, D) HST 111. Ancient World Civilizations. (3 h) Major Explores ancient civilizations from the perspective that each civilization • B.A. in History is a reflection of local circumstances and the distinctive worldview that shaped its institutions to become a complex, state-organized society. (CD, Minor D) • Minor in History HST 112. Big History: A History of the Cosmos and Humanity's Place In It. (3 h) Beginning 13.7 billion years ago and drawing on the sciences, social Courses sciences, and history, this course offers a contemporary understanding History (HST) of how the physical, social, and mental worlds people inhabit came to be. Its effort to integrate disciplines that usually remain unconnected should HST 101. Western Civilization to 1700. (3 h) appeal to those who want to see how the pieces of education fit together. Survey of ancient, medieval, and early modern history to 1700. Focus (CD, D) varies with instructor. (CD, D) HST 102. Europe and the World in the Modern Era. (3 h) Survey of modern Europe from 1700 to the present. Focus varies with instructor. (CD, D) 2 History (HST) HST 113. Health, Disease and Healing in World History. (3 h) HST 209. Europe: From Renaissance to Revolution. (3 h) Examines political, economic, and cultural responses to sickness and A survey of European history from the 15th to the 18th century. Topics disease in global historical context, paying particular attention to the include the voyages of discovery, the military revolution, the formation of intersection of religion and healing, as well as race, class, and gender, in the modern state, religious reformation, witchcraft and the rise of modern ancient, medieval, early modern, pre-colonial, colonial, and post-colonial science, and pre-industrial economic and social structures including societies. (D) women and the family. HST 114. Gender and Sexuality in World History. (3 h) HST 216. General History of Spain. (3 h) Introduces the global and historical breadth of gender and sexual History of Spain from the pre-Roman period to the present day. Counts as systems. Foundational and current approaches to cross-cultural elective for the Spanish major. Offered in Salamanca. historical analysis of masculinity, women’s rights, and differences HST 217. France to 1774. (3 h) between LGBTQ identities and other models. Also listed as WGS 214. (CD, The history of France from the Paleolithic period to the accession of D) Louis XVI with particular attention to the early modern period. HST 119. Venice and the World. (3 h) HST 218. France since 1815. (3 h) The history of Venice is intertwined with many of the central themes The history of France from the restoration of the monarchy to the Fifth of world history. Students will examine the history of Venice from Republic. its foundation to the present day, examining the ongoing reciprocal interactions between the city-state, Europe, and the wider world. Offered HST 219. Germany to 1871. (3 h) in Venice only. (CD, D) Social, economic, and political forces leading to the creation of a single German nation-state out of over 1,700 sovereign and semi-sovereign HST 120. Formation of Europe: Habsburg Empire and its Successor German states. States. (3 h) The development of Central and East-Central Europe as a multiethnic HST 220. Germany: Unification to Unification 1871 to 1990. (3 h) unity under the Habsburgs, 1526-1918, and its dissolution into successor The Germans' search for stability and unity in a society riven by conflict states and subsequent interactions, 1918-1989. Offered in Vienna. (D) and on a continent riven by nationalism. HST 150. United States History. (3 h) HST 221. The British Empire to 1815. (3 h) Survey of U.S. history from the colonial period to the present. Explores the early history of the British Empire and imperialism until the end of the Napoleonic Wars in 1815, including the Elizabethan conquest HST 151. The Golden Age of Burgundy. (1.5 h) of Ireland, global trade and exploration, the foundations of the East India Burgundian society, culture, and government in the reigns of Philip Company, captivity and slavery, and revolution in the Atlantic world, with the Bold, John the Fearless, Philip the Good, and Charles the Rash, an emphasis on the place of religion, gender, race, and class in imperial 1384-1477. Offered in Dijion. rule. HST 161. History Museums. (1.5 h) HST 222. The British Empire from 1815. (3 h) Introduces students to history museums and surveys the major issues Examines the British Empire and British approaches to imperialism from involved in the collection and display of historical objects, discusses the end of the Napoleonic Wars in 1815 through to the Brexit crises of the impact of social history on museum interpretations, and traces the the late 2010s. The course considers both formal and informal British ethical issues and public controversies stemming from the treatment of influence in Latin America, the Caribbean, Africa, the Middle East and historical topics in museum settings. Asia, analyzing the interconnected political, economic, and socio-cultural HST 162. History of Wake Forest. (1.5 h) drivers and outcomes of imperialism, as well as the many anti-imperial A survey of the history of Wake Forest from its beginning, including its movements that developed in response to British rule. written and oral traditions. May include a visit to the town of Wake Forest. HST 223. The British Isles to 1750. (3 h) HST 171. Historical Biography. (1.5 h) Discusses religious reformations in the 16th century; political and Study of biographies of men and women who have influenced specific scientific experiments in the 17th century; and the commercial histories and civilizations.
Load more

Recommended publications
  • Comparison of Constitutionalism in France and the United States, A
    A COMPARISON OF CONSTITUTIONALISM IN FRANCE AND THE UNITED STATES Martin A. Rogoff I. INTRODUCTION ....................................... 22 If. AMERICAN CONSTITUTIONALISM ..................... 30 A. American constitutionalism defined and described ......................................... 31 B. The Constitution as a "canonical" text ............ 33 C. The Constitution as "codification" of formative American ideals .................................. 34 D. The Constitution and national solidarity .......... 36 E. The Constitution as a voluntary social compact ... 40 F. The Constitution as an operative document ....... 42 G. The federal judiciary:guardians of the Constitution ...................................... 43 H. The legal profession and the Constitution ......... 44 I. Legal education in the United States .............. 45 III. THE CONsTrrTION IN FRANCE ...................... 46 A. French constitutional thought ..................... 46 B. The Constitution as a "contested" document ...... 60 C. The Constitution and fundamental values ......... 64 D. The Constitution and nationalsolidarity .......... 68 E. The Constitution in practice ...................... 72 1. The Conseil constitutionnel ................... 73 2. The Conseil d'ttat ........................... 75 3. The Cour de Cassation ....................... 77 F. The French judiciary ............................. 78 G. The French bar................................... 81 H. Legal education in France ........................ 81 IV. CONCLUSION ........................................
    [Show full text]
  • A March of Liberty: a Constitutional History of the United States. by Melvin I
    University of Minnesota Law School Scholarship Repository Constitutional Commentary 1989 Book Review: A March of Liberty: A Constitutional History of the United States. by Melvin I. Urofsky. Herman Belz Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Belz, Herman, "Book Review: A March of Liberty: A Constitutional History of the United States. by Melvin I. Urofsky." (1989). Constitutional Commentary. 410. https://scholarship.law.umn.edu/concomm/410 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. 1989] BOOK REVIEWS 549 even knowing that you believed such things (and without quite un­ derstanding just what it is that you have unwittingly been believ­ ing). All of this is presented with a ferocity of conviction that leaves you unsettled. And at the end of it all, you have no idea how to go about correcting the situation. w Manicheanism, it seems, is a her­ esy not limited to Christians. III Perhaps the most unfortunate consequence of these books is that they may lend support to the view-a view that many are wont to adopt anyway-that history offers little help in understanding current constitutional issues. To be sure, good history is not easily come by. The historian has the difficult task of writing about the past but for the present; he must moderate a conversation between generations that may not speak in the same terms or, worse yet, may use the same terms but with different meanings.
    [Show full text]
  • 9. the Concept of Party Government in the Constitutional System of Germany
    R. L. R. The Concept of Party Government in the Constitutional System of Germany 313 9. The Concept of Party Government in the Constitutional System of Germany Foroud SHIRVANI* I. Historic Foundation The German party history, particularly in the 19th century, shows that, from the beginning, German political parties were social associations representing different political streams. Generally, parties were seen as a part of society but not as a part of government.1） Nevertheless, political parties played an active role in the constitutional reality of the German state and, finally, were able to fight their way into the centre of political power. As laid out below, the constitutional history of the German Empire (1871 – 1918) and the Weimar Republic (1919 – 1933) serve as proof for this development. 1. The Constitution of the German Empire The Constitution of the German Empire enacted in 1871 was the legal foundation for several important constitutional bodies.2） Among them were the German Emperor (‘Kaiser’) representing the Empire in foreign relations and acting as commander-in-chief of the army and the navy3）, the Chancellor of the Empire (‘Reichskanzler’) directing government affairs4） and the Imperial Diet (‘Reichstag’) constituting the parliament of the Empire elected in universal and direct polls.5） However, there was no specific provision concerning political parties in the Constitution. One of the main reasons for the absence of such a provision was that the theory of government at that time defined the state as a political entity forming its opinion and executing it, whereas it defined society as separate private sphere with a distance ＊ Dr.
    [Show full text]
  • Constitutional History in Context: Mexican Federation and Spanish Liberal Influence
    Berkeley Undergraduate Journal 1 CONSTITUTIONAL HISTORY IN CONTEXT: MEXICAN FEDERATION AND SPANISH LIBERAL INFLUENCE Comparing the Spanish Constitution of 1812 and the Mexican Constitution of 1824 By Madison Chapman pain adopted the Constitution of Cádiz in 1812 as a response to the regime of Joseph Bonaparte, which deposed King Ferdinand VII and inspired dissent throughout Spain. Fondly known as La Pepa, the new SSpanish constitution would prove short lived—but long influence the course of history and political theory. Indeed, the Constitution of Cádiz was the first truly liberal European document of the kind—drawing on Rousseau, Locke, and Voltaire, it enumerated universal male suffrage, a constitutional monarchy and democratic parliamentary body, and certain social rights previously restricted in largely closed European states. Though the Constitution of Cádiz would crumble by 1814, the immediate influence of this document was felt by New Spain, which would draft its own document and declare the Mexican Federation in 1824. This paper explores the causal link between these two events, applying theory from Rawls, Polanyi, Mill, and The Federalist Papers to determine how each document differs, where parallels emerge, why each failed to last, and how the lessons from Spain and colonial dissent encouraged Mexico to federate. By offering a textual comparison of each document and weaving in anecdotes from history, this paper provides a robust assessment of two quintessential documents for modern political theory and liberal thought in both
    [Show full text]
  • Legal and Constitutional History
    LEGAL AND CONSTITUTIONAL HISTORY WILLIAM E. NELSON Since the publication of the last Legal and Constitutional Histo, sur- vey two years ago,' the field has seen an extraordinary outpouring of significant literature. In part, the literature was a product of the bicen- tennial celebration. The University of Pennsylvania Law Review,2 the Virginia Law Review,3 the De Paul Law Review, 4 and even the Public Contract Law Journal5 published bicentennial issues, each of which con- tained several historical articles. In addition, the Law and Society Review published a two-issue Festschrift in honor of the retirement of the preeminent legal historian of the last three decades, James Willard Submitted for publication Sept. 1, 1978. William E. Nelson is Associate Professor of Law at Yale Law School. 1. Nelson, Legal and Constitutional History, 1976 Ann. Surve, Am. L 427. 2. Black, The Constitution of Empire: The Case for the Colonists, 124 U. Pa. L Rev. 1157 (1976); Johnson, John Jay: Lawyer in a Time of Transition. 1764-1775. 124 U. Pa. L. Rev. 1260 (1976); Smith, An Independent Judiciary: The Colonial Back- ground, 124 U. Pa. L Rev. 1104 (1976); Swindler, "Rights of Englishmen*' Since 1776: Some Anglo-American Notes, 124 U. Pa. L. Rev. 1083 (1976); White. The Path of American Jurisprudence, 124 U. Pa. L Rev. 1212 (1976). 3. Boyd, On the Need for "Frequent Recurrence to Fundamental Principks.- 62 Va. L. Rev. 859 (1976); Gay, America the Paradoxical. 62 Va. L. Rev. 843 (1976); Herget, The Missing Power of Local Governments: A Divergence Between Text and Practice in Our Early State Constitutions, 62 Va.
    [Show full text]
  • The Dear Old Holy Roman Realm. How Does It Hold Together? Goethe, Faust I, Scene 5
    Economic History Working Papers No: 288 “The Dear Old Holy Roman Realm. How Does it Hold Together?” Monetary Policies, Cross-cutting Cleavages and Political Cohesion in the Age of Reformation Oliver Volckart LSE October 2018 July 2018 Economic History Department, London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, London, UK. T: +44 (0) 20 7955 7084. F: +44 (0) 20 7955 7730 ‘The Dear Old Holy Roman Realm, How Does it Hold Together?’ Monetary Policies, Cross-cutting Cleavages and Political Cohesion in the Age of Reformation Oliver Volckart JEL codes: H11, H77, N13, N43. Keywords: Holy Roman Empire, Reformation, political cohesion, monetary policies. Abstract Research has rejected Ranke’s hypothesis that the Reformation emasculated the Holy Roman Empire and thwarted the emergence of a German nation state for centuries. However, current explanations of the Empire’s cohesion that emphasise the effects of outside pressure or political rituals are not entirely satisfactory. This article contributes to a fuller explanation by examining a factor that so far has been overlooked: monetary policies. Monetary conditions within the Empire encouraged its members to cooperate with each other and the emperor. Moreover, cross-cutting cleavages – i.e. the fact that both Catholics and Protestants were split among themselves in monetary-policy questions – allowed actors on different sides of the confessional divide to find common ground. The paper analyses the extent to which cleavages affected the negotiations about the creation of a common currency between the 1520s and the 1550s, and whether monetary policies helped bridging the religious divide, thus increasing the Empire’s political cohesion.
    [Show full text]
  • Liberal Originalism: the Declaration of Independence and Constitutional Interpretation - Symposium: History and Meaning of the Constitution
    Cleveland State Law Review Volume 63 Issue 1 Article 5 2014 Liberal Originalism: The Declaration of Independence and Constitutional Interpretation - Symposium: History and Meaning of the Constitution Scott D. Gerber Ohio Northern University Pettit College of Law Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Constitutional Law Commons How does access to this work benefit ou?y Let us know! Recommended Citation Scott D. Gerber, Liberal Originalism: The Declaration of Independence and Constitutional Interpretation - Symposium: History and Meaning of the Constitution, 63 Clev. St. L. Rev. 1 (2014) available at https://engagedscholarship.csuohio.edu/clevstlrev/vol63/iss1/5 This Article is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. LIBERAL ORIGINALISM: THE DECLARATION OF INDEPENDENCE AND CONSTITUTIONAL INTERPRETATION SCOTT D. GERBER* I. LIBERAL ORIGINALISM ............................................................ 3 II. THE REACTION TO LIBERAL ORIGINALISM ............................... 6 A. Patrick Charles on Liberal Originalism .......................... 7 B. Lee Strang on Liberal Originalism .................................. 8 III. JUSTICE THOMAS’S LIBERAL ORIGINALISM ........................... 11 IV. THE REACTION TO JUSTICE THOMAS’S LIBERAL ORIGINALISM ......................................................................... 16 V. CONCLUSION: THE FUTURE OF LIBERAL ORIGINALISM .......... 20 “The American Constitution . is founded on a creed. America is the only nation in the world that is founded on a creed. That creed is set forth with dogmatic and even theological lucidity in the Declaration of Independence; perhaps the only piece of practical politics that is also theoretical politics and also great literature.” — G.
    [Show full text]
  • I the Roman Republic: Government of the People, by the People, for the People?*
    TWO NEW BOOKS ON ROMAN REPUBLICAN POLITICAL CULTURE I The Roman Republic: Government of the People, by the People, for the People?* Karl-J. Hölkeskamp Fergus Millar, The Crowd in Rome in the Late Republic, Thomas Spencer Jerome Lectures 22, Ann Arbor: The University of Michigan Press, 1998. xvi + 236 pp. ISBN 0-472-10892-1. Is it altogether fitting and proper that a critical assessment of a book on the political system of the late Roman Republic should begin with an allusion to Abraham Lincoln, his Gettysburg Address and its famous final phrase? After all, Fergus Millar (Μ.) himself — in the second of a series of articles* 1 which initiated a lively and still ongoing debate on the political culture of the res publica2 — claimed that it was not his intention ‘to attempt to restore the Roman people to their proper place in the history of democratic values’ — although the ‘elements of a popular, even a democratic, tradition and * I should like to thank Elke Stein-Hölkeskamp and Uwe Walter for valuable suggestions. 1 ‘The Political Character o f the Classical Roman Republic, 200-151 B.C.’, JRS 74 (1984), 1-19; ‘Politics, Persuasion and the People before the Social War (150-90 ΒὈ .)’, JRS 76 (1986), 1-11; ‘Political Power in Mid-Republican Rome: Curia or Comitium?’ JRS 79 (1989), 138-50; ‘Popular Politics at Rome in the Late Republic’, in Leaders and Masses in the Roman World. Studies in honor of Ζ. Yavetz, ed. I. Malkin, Ψ.Ζ. Rubinsohn, Leiden 1995, 91-113 (quoted as Μ. 1984; 1986; 1989; 1995); id., ‘The Roman Libertus and Civic Freedom’, Arethusa 28 (1995), 99-104.
    [Show full text]
  • EUH: European History Courses 1
    EUH: European History Courses 1 EUH 3280 The Second World War EUH: European History Col of Arts, Soc Sci and Human, Department of History and Philosophy Courses 3 sh (may not be repeated for credit) Examines the military, social, political, diplomatic, cultural, and economic aspects of the Allied and Axis powers on all fronts of World Courses War II. EUH 1000 Western Perspectives I EUH 3411 Rome and the Mediterranean World Col of Arts, Soc Sci and Human, Department of History and Philosophy Col of Arts, Soc Sci and Human, Department of History and Philosophy 3 sh (may not be repeated for credit) 3 sh (may not be repeated for credit) Study of the West's geographical, cultural, political, and economic The development of Rome from a tiny town to its domination of the environments, with an emphasis on how the development of the entire Mediterranean. Focuses on the structures of family, government, Western World is part of a larger process of historical development. and military that allowed for this ascendancy. Includes Rome's cultural Meets General Education requirement in Social Sciences. Meets evolution, social relationships, wealth, and women's roles. Meets Gordon Rule Writing Requirement. Meets Multicultural Requirement. Multicultural Requirement. EUH 1001 Western Perspectives II EUH 3502 England Since 1485 Col of Arts, Soc Sci and Human, Department of History and Philosophy Col of Arts, Soc Sci and Human, Department of History and Philosophy 3 sh (may not be repeated for credit) 3 sh (may not be repeated for credit) Study of the West's geographical, socio-cultural, political and scientific Political, social, cultural and intellectual history of England in modern developments with an emphasis on how changes in these areas period stressing growth and development of Britain and Empire/ helped to shape civilization in the West, influenced the non-western Commonwealth in contemporary world.
    [Show full text]
  • Comparative Approaches to Constitutional History
    Columbia Law School Scholarship Archive Faculty Scholarship Faculty Publications 2018 Comparative Approaches to Constitutional History Jamal Greene Columbia Law School, [email protected] Yvonne Tew Georgetown University Law Center, [email protected] Follow this and additional works at: https://scholarship.law.columbia.edu/faculty_scholarship Part of the Comparative and Foreign Law Commons, Constitutional Law Commons, and the Courts Commons Recommended Citation Jamal Greene & Yvonne Tew, Comparative Approaches to Constitutional History, COMPARATIVE JUDICIAL REVIEW, ERIN F. DELANEY & ROSALIND DIXON, EDS., EDWARD ELGAR PUBLISHING, 2018; COLUMBIA PUBLIC LAW RESEARCH PAPER NO. 14-613 (2018). Available at: https://scholarship.law.columbia.edu/faculty_scholarship/2519 This Working Paper is brought to you for free and open access by the Faculty Publications at Scholarship Archive. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarship Archive. For more information, please contact [email protected]. JOBNAME: Delaney PAGE: 1 SESS: 4 OUTPUT: Thu Aug 23 10:51:28 2018 19. Comparative approaches to constitutional history Jamal Greene and Yvonne Tew* A. INTRODUCTION An historical approach to constitutional interpretation draws upon original intentions or understandings of the meaning or application of a constitutional provision. Comparing the ways in which courts in different jurisdictions use history is a complex exercise. In recent years, academic and judicial discussion of “originalism” has obscured both the global prevalence of resorting to historical materials as an interpretive resource and the impressive diversity of approaches courts may take to deploying those materials. This chapter seeks, in Section B, to develop a basic taxonomy of historical approaches.
    [Show full text]
  • Revolutions and Constitutions Louis Henkin
    Louisiana Law Review Volume 49 | Number 5 May 1989 Revolutions and Constitutions Louis Henkin Repository Citation Louis Henkin, Revolutions and Constitutions, 49 La. L. Rev. (1989) Available at: https://digitalcommons.law.lsu.edu/lalrev/vol49/iss5/2 This Article is brought to you for free and open access by the Law Reviews and Journals at LSU Law Digital Commons. It has been accepted for inclusion in Louisiana Law Review by an authorized editor of LSU Law Digital Commons. For more information, please contact [email protected]. REVOLUTIONS AND CONSTITUTIONS* Louis Henkin** The year 1989 marks important bicentennials in both the United States and France. For the United States, 1989 is the bicentennial of the Constitution and of rights: In 1789 the Constitution came into effect and the first Congress adopted the Amendments that came to be known as the Bill of Rights, both realizations of the promises of the American Revolution. In France, 1989 is the bicentennial of the Revolution and of the Declaration of the Rights of Man and of the Citizen, the Re- volution's most noble, and perhaps most enduring, product. 1989, then, would seem to be a particularly appropriate time for contemplating and comparing the experiences of the two countries over the past two hundred years in securing the rights that their respective revolutions promised. This article is divided into two parts. The first, entitled "Rights and Revolutions," examines the original affinity, as well as the differ- ences, between the American and French Revolutions and between their respective commitments to individual rights. I then chart the striking divergence as to the treatment of rights in the United States and France in the years following the revolutions.
    [Show full text]
  • The French Constitutional Coming of Age - a Merger of Constitutional Traditions Catherine Shakdam
    Al-Bayan Center for Planning and Studies The French Constitutional Coming Of Age - A Merger Of Constitutional Traditions Catherine Shakdam Al-Bayan Center Publications Series Al-Bayan Center for Planning and Studies Copyright © 2018 www.bayancenter.org [email protected] 2 The French Constitutional Coming Of Age About the Center Al-Bayan Center for Planning and Studies is an independent, non-profit centre based in Baghdad. Its main mission, amongst other things, is to provide a credible perspective on public and external policy issues that concern Iraq in particular and the Middle East region in general. The centre seeks to undertake an independent analysis of and to submit practical solutions to complex issues in the academic and political domains. 3 Al-Bayan Center for Planning and Studies The French Constitutional Coming Of Age - A Merger Of Constitutional Traditions Catherine Shakdam * A constitution is the fundamental and basic law, of a country. The constitution determines the fundamental political principles of the government, rules of procedure of that government, rights and obligations of the citizenry and methods to ensure accountability of governmental branches. As it is well-known, France has had a tormented constitutional history, going through many different political regimes, and no less than fifteen constitutions since the French Revolution in 1789. As written by Van Nifterik: “the French should know about constitutions! One can differ as to whether the history of France should be considered a fruitful garden of constitutional thought, a graveyard of constitutional experiments, a ‘musée des constitutions’, or a minefield; in any case it is beyond doubt that the French are rather experienced in constitutions and constitutional changes.”1 The current constitution, which provides for the basic rules for France’s Fifth Republic, was adopted in 1958.
    [Show full text]