Haitian Revolution

Total Page:16

File Type:pdf, Size:1020Kb

Haitian Revolution Haitian Revolution Timeline Do Now What are the steps you would take to start a revolution? I Want Students to: 1. KNOW the circumstances that brought about revolution in Haiti. 2. UNDERSTAND and explain the steps on How to Start a Revolution. 3. Complete a How to Start a Revolution Storybook (SKILLS). How to Start a Revolution Steps to Revolution: • Denial of Rights – Life, Liberty, and Property • Supporters – People who share similar oppressive lives at the hands of their leader. • Raise Resources – You need $$$ to start a revolution • Plan Your Revolution – You need to construct a strategic plan. • Put your Plan in Action – Implement your plan to overthrow the government. If your plan is solid, your revolution succeeds, if not Viva la Revolucion Egalité for All Liberty Equality Fraternity http://www.youtube.com/watch ?v=b69lS3aP1a4&feature=related 1400s Over a million Taino/Arawak people lived on the island of “Hayti” Hispaniola 1492 Columbus landed on the island and named it “La Española” or “Hispaniola” 1517 Due to Spanish conquest and enslavement, the Taino/Arawak population was reduced to 60,000 people Spain ordered that 1577 15,000 Negro slaves be shipped from Africa to Hispaniola. Bartolomé de las Casas argued that this would relieve the stresses which were killing the native peoples in the Americas. By 1592, fewer than 200 Taino/Arawak people remained on Hispaniola 1600s 1644 Sugar cane was introduced to the island marking the beginning of a “great economic revolution” (Korngold, 1944) Haiti became the wealthiest, most resource-rich, most valuable colony of its age. 1697 Through the Treaty of Ryswick, France gained control of one- third of Hispaniola, and named it Saint Domingue Trade began between Saint Domingue and the 13 British Colonies (the future U.S.) “The Pearl of Antilles” 1789 - "Saint Domingue had attained a height of prosperity not surpassed in the history of European colonies. It supplied half of Europe with sugar, coffee and cotton." (Korngold, 1944) 1700s 1790 (one year after the French Revoution) A Saint-Domingue mulatto delegation traveled to the French Assembly to request French rights for mulattos but were refused. Oct - Dec Vincent Ogé led a failed revolt and was later executed. 1791 May French Assembly gave full political rights to mulattos and free blacks. September White planters in Saint Domingue objected to granting citizenship to free blacks --> Violence erupted! 1791 August 22, 1791 Boukman and Cecile Fatiman led a vodou ceremony. This ceremony ignited a slave revolt, known as the Boukman Rebellion which sparked the Haitian Revolution Haitian Revolution: 1791 - 1803 Toussaint L’Ouverture emerged as the leader of the Haitian Revolution A former slave, he became a brilliant general and capable administrator, defeating British, Spanish, and French troops, emancipating the slave population, and overseeing the country's initial attempts at reforming its political and social structure. http://www.youtube.com/watch?v =yvpRpYIZXow&feature=related 1801 After years of battle and intense negotiations with the Spain, France, and the U.S., L’Ouverture conquered all of Hispaniola and abolished slavery July 8th, 1801, L’Ouverture signed the Haitian Constitution 1802 French emperor, Napoleón Bonaparte, sent his brother-in-law, Victor Leclerc to Saint Domingue to re-establish slavery L’Ouverture wrote a letter to Commander-in-Chief Jean- Jacques Dessalines asking him to burn down Port-au-Prince and stop the advance of Leclerc's troops sent to reestablish slavery --> The revolution’s fiercest battle ensued! 1802-1805 November 18, 1803 Dessalines’ army defeated France November 28, 1803 April 1802 Proclamation of Independence L’Ouverture and Dessalines agreed to a January 1, 1804 truce with Leclerc Saint-Domingue became the Republic of Hayti L’Ouverture was (the name of the Island under Taino deceived and rule) imprisoned (He died on May 20, 1805 April 7,1803,) Dessalines signed the Haitian Constitution of 1805 1825 By 1900 King Charles X of France Haiti was spending 80% recognized the country of of its national budget Haiti in return for 150 on repayments million francs in gold, By taking loans from payment for France’s losses the United States, due to the abolition of slavery in St. Germany and France, Domingue/Haiti. Haiti was able to pay off Haiti was the only country in its debt in 1947 which the ex-slaves themselves were expected to pay a foreign government for their liberty.
Recommended publications
  • The Dominican Republic
    INTRODUCTION: The Dominican Republic (D.R), part of the Hispaniola island alongside the nation of Haiti, is the second largest island of the Greater Antilles; it’s total area, including adjacent islands, is 48,670 km ². The coastline extends some 1,668 km. and has an exclusive economic zone covering 238,000 km ². The littoral zone is defined as a public asset, and includes a strip of 60 meters from high tide. In the D.R. there is a close relationship between the socio-economic aspect and the coastal marine area. Historically, coastal areas have been the primary focus of urban development and tourism. These areas are the most populous and economically productive of the country; 70% of Dominican cities with over 10,000 inhabitants, and 75% of industries are located in coastal marine areas. Out of the 31 provinces, including the National District, 17 have coasts. Since the mid-60's D.R. has focused the economic and social development towards the use of their coasts for the development of the tourism industry, which is the most important economic activity of the country. Clearly, the future of D.R depends on the conservation and rational management of natural resources in these areas. The Dominican coasts are characterized by the high biodiversity that is offered by the different coastal marine ecosystems. These diverse ecosystems generate goods, and services that upkeep the socio-economic activities of the respective coastal communities, and therefore it is essential that they are carefully managed. The National System of Protected Areas (SINAP) is governed by the Protected Areas Sector Act of 2004 (law 202-04).
    [Show full text]
  • Culture Haiti
    \. / '• ,-') HHHaitiHaaaiiitttiii # l~- ~~- J;,4' ). ~ History ' • The native Taino Amerindians inhabited the island of Hispaniola when discovered by Columbus in 1492 and were virtually annihilated by Spanish settlers within 25 years. • In the early 17th century, the French established a presence on Hispaniola, and in 1697, Spain ceded the western third of the island to the French which later became Haiti. • The French colony, based on forestry and sugar-related industries, became one of the wealthiest in the Caribbean, but only through the heavy importation of African slaves and considerable environmental degradation. • In the late 18th century, Haiti's nearly half million slaves revolted under Toussaint L'Ouverture. After a prolonged struggle, Haiti became the first black republic to declare its independence in 1804. The poorest country in the Western Hemisphere, Haiti has been plagued by political violence for most of its history. • After an armed rebellion led to the departure of President Jean-Bertrand Aristide in February 2004, an interim government took office to organize new elections under the auspices of the United Nations Stabilization Mission in Haiti (MINUSTAH). Continued violence and technical delays prompted repeated postponements, • Haiti inaugurated a democratically elected president and parliament in May of 2006. • Immigration: Immigrants to the US encounter the problems and difficulties common to many new arrivals, compounded by the fact that the Haitians are "triple minorities": they are foreigners, they speak Haitian Creole that no one else does, and they are black. • Results from Census 2000 show 419,317 foreign-born from Haiti live in the U.S., representing 1.3 percent of the total foreign-born population of 31.1 million and 0.1 percent of the total population of 281.4 million.
    [Show full text]
  • Haitian Revolution
    The Haitian Revolution The Haitian Revolution was a social and political upheaval in the French colony of Saint-Domingue (which shared the island of Hispaniola with the Spanish colony of Santo Domingo) during the period from 1791 to 1804. In 1791, slaves and gens de couleur libres (“free people of color”) rebelled against French rule, and in 1804 declared their country’s independence under the original Arawak name of Haiti. The Haitian Revolution was, along with the American Revolution, one of the most significant and dramatic challenges to European colonialism in the New World, and historians widely regard it as a milestone in the history of Africans in the Americas. The Haitian Revolution is, in fact, the only successful large-scale slave insurrection in history, and it is often seen as initiating the decline of the slave trade. Causes of the Haitian Revolution The colonial economy was export driven, dominated by agriculture and trade. Saint- Domingue, with its tropical climate, was developed as a coffee- and sugar-producing colony, and sustained many large and profitable plantations. By the second half of the 18th century, sugar and coffee were two of the world’s most traded commodities, and Saint-Domingue produced over 60 percent of the world’s coffee and 40 percent of the world’s sugar. This made Saint-Domingue France’s most profitable plantation colony. To meet the growing needs of this plantation system, Saint-Domingue’s colonists continuously expanded the number of slaves. Thus, the colonial economy fueled the social imbalance that led to the revolution. Colonial society, a racist society, was at fault, in part through its own rigidity.
    [Show full text]
  • “I Wait for Me”: Visualizing the Absence of the Haitian Revolution in Cinematic Text by Jude Ulysse a Thesis Submitted in C
    “I wait for me”: Visualizing the Absence of the Haitian Revolution in Cinematic Text By Jude Ulysse A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto 2017 ABSTRACT “I wait for me” Visualizing the Absence of the Haitian Revolution in Cinematic Text Doctor of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto 2017 In this thesis I explore the memory of the Haitian Revolution in film. I expose the colonialist traditions of selective memory, the ones that determine which histories deserve the attention of professional historians, philosophers, novelists, artists and filmmakers. In addition to their capacity to comfort and entertain, films also serve to inform, shape and influence public consciousness. Central to the thesis, therefore, is an analysis of contemporary filmic representations and denials of Haiti and the Haitian Revolution. I employ a research design that examines the relationship between depictions of Haiti and the country’s colonial experience, as well as the revolution that reshaped that experience. I address two main questions related to the revolution and its connection to the age of modernity. The first concerns an examination of how Haiti has contributed to the production of modernity while the second investigates what it means to remove Haiti from this production of modernity. I aim to unsettle the hegemonic understanding of modernity as the sole creation of the West. The thrust of my argument is that the Haitian Revolution created the space where a re-articulation of the human could be possible.
    [Show full text]
  • 'A Very Hell of Horrors'? the Haitian Revolution and the Early Transatlantic Haitian Gothic Raphael Hoermann Published Onlin
    Article ‘A Very Hell of Horrors’? The Haitian Revolution and the Early Transatlantic Haitian Gothic Hoermann, Raphael Available at http://clok.uclan.ac.uk/13535/ Hoermann, Raphael ORCID: 0000-0001-6156-8431 (2015) ‘A Very Hell of Horrors’? The Haitian Revolution and the Early Transatlantic Haitian Gothic. Slavery & Abolition: A journal of slave and post-slave studies, 37 (1). pp. 183- 205. ISSN 0144-039X It is advisable to refer to the publisher’s version if you intend to cite from the work. http://dx.doi.org/10.1080/0144039X.2015.1086083 For more information about UCLan’s research in this area go to http://www.uclan.ac.uk/researchgroups/ and search for <name of research Group>. For information about Research generally at UCLan please go to http://www.uclan.ac.uk/research/ All outputs in CLoK are protected by Intellectual Property Rights law, including Copyright law. Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the policies page. CLoK Central Lancashire online Knowledge www.clok.uclan.ac.uk ‘A Very Hell of Horrors’? The Haitian Revolution and the Early Transatlantic Haitian Gothic Raphael Hoermann Ascription: Raphael Hoermann is the Marie Curie Intra-European Fellow at the Institute of Black Atlantic Research, School of Language, Literature and International Studies, University of Central Lancashire, Harrington 248, Preston PR1 2HE, U.K. Email: [email protected] Published online (24/9/2015) in Slavery & Abolition: A Journal of Slave and Post-Slave Studies http://dx.doi.org/10.1080/0144039X.2015.1086083 1 Abstract: This article explores the Gothicisation of the Haitian Revolution in the transatlantic discourse during the late eighteenth and early nineteenth centuries.
    [Show full text]
  • Haitian Historical and Cultural Legacy
    Haitian Historical and Cultural Legacy A Journey Through Time A Resource Guide for Teachers HABETAC The Haitian Bilingual/ESL Technical Assistance Center HABETAC The Haitian Bilingual/ESL Technical Assistance Center @ Brooklyn College 2900 Bedford Avenue James Hall, Room 3103J Brooklyn, NY 11210 Copyright © 2005 Teachers and educators, please feel free to make copies as needed to use with your students in class. Please contact HABETAC at 718-951-4668 to obtain copies of this publication. Funded by the New York State Education Department Acknowledgments Haitian Historical and Cultural Legacy: A Journey Through Time is for teachers of grades K through 12. The idea of this book was initiated by the Haitian Bilingual/ESL Technical Assistance Center (HABETAC) at City College under the direction of Myriam C. Augustin, the former director of HABETAC. This is the realization of the following team of committed, knowledgeable, and creative writers, researchers, activity developers, artists, and editors: Marie José Bernard, Resource Specialist, HABETAC at City College, New York, NY Menes Dejoie, School Psychologist, CSD 17, Brooklyn, NY Yves Raymond, Bilingual Coordinator, Erasmus Hall High School for Science and Math, Brooklyn, NY Marie Lily Cerat, Writing Specialist, P.S. 181, CSD 17, Brooklyn, NY Christine Etienne, Bilingual Staff Developer, CSD 17, Brooklyn, NY Amidor Almonord, Bilingual Teacher, P.S. 189, CSD 17, Brooklyn, NY Peter Kondrat, Educational Consultant and Freelance Writer, Brooklyn, NY Alix Ambroise, Jr., Social Studies Teacher, P.S. 138, CSD 17, Brooklyn, NY Professor Jean Y. Plaisir, Assistant Professor, Department of Childhood Education, City College of New York, New York, NY Claudette Laurent, Administrative Assistant, HABETAC at City College, New York, NY Christian Lemoine, Graphic Artist, HLH Panoramic, New York, NY.
    [Show full text]
  • The Last Stronghold of Malaria in the Caribbean
    © David Snyder/CDC Foundation Hispaniola, which includes Haiti and the Dominican Republic, is the only island in the Caribbean where malaria is still endemic. Malaria Zero is an alliance of partners who have united to eliminate malaria from Hispaniola by 2020, creating a malaria-free zone across the Caribbean in just a few years’ time. MALARIA: DEADLY, YET DEFEATABLE Malaria is a life-threatening Almost half of the world’s Malaria is preventable disease caused by a parasite population is at risk. In 2013, and treatable. Malaria that is transmitted to people there were approximately prevention and control through the bites 200 million cases measures have reduced of infected mosquitoes. and 600,000 deaths mortality rates by nearly worldwide from malaria. 50% worldwide since 2000. HISPANIOLA: THE LAST STRONGHOLD OF MALARIA IN THE CARIBBEAN With the right resources, Haiti 17,500 malaria can be eliminated on Hispaniola. The Dominican Republic Malaria on Hispaniola is still sensitive to chloroquine, an anti-malarial medicine that is safe and inexpensive. Eliminating malaria now will be There were approximately 17,000 substantially less expensive than in the future. confirmed cases of malaria in Haiti in 2014. The disease has The mosquito that transmits malaria on Hispaniola an especially negative impact does not transmit it as easily as some other on the country’s already fragile mosquito species, and remains susceptible economy, exacerbating poverty to almost all insecticides. and decreasing productivity. In the Dominican Republic, there The governments of Haiti and the Dominican Republic were approximately 500 cases have demonstrated strong political will to end malaria of malaria in 2014.
    [Show full text]
  • Slavery in Haiti
    Africa Enslaved A Curriculum Unit on Comparative Slave Systems for Grades 9-12 Developed by: Natalie Arsenault, Teresa Lozano Long Institute of Latin American Studies Christopher Rose, Center for Middle Eastern Studies at the University of Texas at Austin About the Authors Natalie Arsenault is Outreach Coordinator at the Teresa Lozano Long Institute of Latin American Studies at the University of Texas at Austin. She holds an M.A. in Latin American Studies from the University of Florida. She has worked extensively on Latin American content-based activities with educators at all levels; has present- ed on her own research at regional and national educator conferences; and has developed multiple standards- aligned curriculum units related to Latin America. She can be reached at [email protected] Christopher Rose is Outreach Coordinator at the Center for Middle Eastern Studies at the University of Texas at Austin, where he obtained his M.A. in Middle Eastern Studies. He is responsible for educational outreach to classrooms, business, the media, and community groups to increase awareness on matters related to the Middle East and its many diverse cultures. He is a frequent guest speaker in schools throughout the Austin area, and he has developed many curriculum resources to supplement K-12 curricula in world studies. He can be reached at [email protected] Africa Enslaved: A Curriculum Unit on Comparative Slave Systems for Grades 9 -12 Compilation date: March 2006 Permission is granted to reproduce this unit for classroom use only. Please do not redistribute this unit without prior permission. For more information, please see: http://inic.utexas.edu/hemispheres/ Cover photo: The slave monument, Stone Town, Zanzibar, Tanzania © 2003, Christopher Rose 3 Haiti CIA World Factbook, 1988.
    [Show full text]
  • Haiti Is a Story. We Can't Explain The
    “Haiti is a story. We can’t explain the current situation without looking back to history.” —Pere Michel •Here we present a history of Haiti drawn from many sources, but mostly from the outside world. You will see that many countries and people have influenced the history of Haiti. This is important to understand. •However, you won’t see here the true stories of the people of Haiti, the men and women and children who live in the country. For that, we will have to dig deeper. •We do share some quotes from Haitians about their history. You can hear their voices in “Haiti in Context” at http://konesans.org. 1492. Columbus lands in Haiti or Hispaniola. When Columbus and his crew anchored off the coast on December 5, 1492, native Taino people lived on the island, which they called Haiti, meaning “mountainous land.” Columbus renamed the land Hispaniola, meaning “little Spain.” 1540. Taino population decimated. When Columbus landed, there were about 500,000 Taino people living on the island. Although Taino people first approached the Spanish with gifts and had no weapons, they were massacred, enslaved, or killed by smallpox or other diseases that arrived with Spanish settlers. Within 50 years, the Taino were gone, leaving only some artifacts behind. The Spanish began importing African slaves for labor. 1697. Spain cedes land to France. French pirates landed in Northern Haiti in 1625 and began waging war with the Spanish and displacing them on the western third of the Island. Spain and France were also at war in Europe until they signed the Treaty of Ryswick in 1697 in the Netherlands.
    [Show full text]
  • Haiti: a (Forgotten) Philosophical Revolution *
    Sociedad (B. Aires) vol.4 no.se Buenos Aires 2008 HAITI: A (FORGOTTEN) PHILOSOPHICAL REVOLUTION * Eduardo Grüner ** In August 1791, after a massive meeting of slaves in the Bois Cayman that ended up in an equally massive vodú ceremony, the first Latin-American independence revolution took place: it was that of Haiti, which back then was known as the French colony of Saint-Domingue, and was, by far, the wealthiest colony any colonial power had ever settled in America. Haiti declared its independence in 1804 (and, with the foreseeable exception of Cuba, no other country in the entire continent celebrated a ‘bicentenary’ in 2004, waiting instead for the 2010 bicentenaries of all the other ‘bourgeois’ and ‘white’ Latin-American revolutions). Needless to say why it is futile to try to account for the innumerable complexities of an entirely atypical and unprecedented revolution: the entire history of mankind does not provide us with any other example, neither before nor afterwards, of a scenario in which those that take over power and found a new republic are slaves. We can try to offer, nonetheless and at least in shorthand, some sort of grasp of the mayor relevance of what can be thought when (re)thinking the Haitian revolution: 1) African slavery in general (and Haiti’s and the Caribbean’s specifically) is an essential component of the process of primitive accumulation of capital such as it was described by Marx’s famous chapter XXIV of Das Kapital . Thus, African slavery will be, inevitably, just as essential in the construction of the ‘modern-bourgeois’ world- * This article was specially rewritten for Sociedad #28 (Buenos Aires, Argentina: Prometeo/Facultad de Ciencias Sociales, Universidad de Buenos Aires, 2010) from the final section of chapter 6 of Eduardo Grüner’s La oscuridad y las luces (Buenos Aires, Argentina: Edhasa, 2008).
    [Show full text]
  • Columbus, Hispaniola Settlement, 1493
    John Carter Brown Library, Brown University “THE FIRST IN THE INDIES” Columbus establishes the Town of Isabella on Hispaniola, 1493* Compiled from Spanish state papers by Antonio de Herrera y Tordesillas in Historia general de los hechos de los Castellanos en las islas y tierra firme del Mar Oceano (General History of the deeds of the Castilians on the Islands and Mainland of the Ocean Sea), Madrid, 1601-1615. Translated by John Stevens, 1740. Excerpts. ___________________________________________________ Columbus sailed on his first voyage with three ships and about 100 men, landing in the Bahamas on an island whose identity remains uncertain. After exploring the Bahamas and Cuba, he reached the island he named La Isla Español (Hispaniola). When the Santa Maria became grounded, he ordered a small fort to be built with its salvaged lumber, named it La Navidad, and left about forty men to remain there until his return. On his second voyage in 1493, he sailed with seventeen ships and about 1200 men, arriving in Hispaniola in late November to find the fort of La Navidad destroyed with no survivors. Near its ruins, on the northern coast of the present-day Dominican Republic, he founded the short-lived town of Isabella. Caribbean islands named by Columbus, THE ADMIRAL SETTLES THE COLONY 1493: Ferna[n]da, Hyspana, Isabella, Salvatorie, and Conceptoi[ne] marie CALL’D ISABELLA IN THE ISLAND HISPANIOLA . The Admiral was now in the Port de la Navidad, of the Nativity, very thoughtful how to behave himself to give a good beginning to his enterprise; and thinking that the Province of Marien, where his Ships were riding, was very low land and had no stone or other materials for building, though it had good harbors and fresh water, he resolved to turn back along the coast to the eastward to find out a proper place to build a town.
    [Show full text]
  • The Caribbean Before Columbus
    The Caribbean before Columbus 93 José R. Oliver Colin McEwan The Caribbean before Columbus: Fray Ramon Pané and the Taíno Religious Universe A new travelling exhibition , whose tour started in early June at the Title pages: View of the Cueva (cave) del Lucerno, Juana Diaz (Puerto Rico). 94 Barbier-Mueller Museum in Barcelona, unveils a range of rare, visually Photo José R. Oliver. arresting religious icons and other objects fashioned by Taíno (800– 1520) artisans in the Caribbean. The exhibition and accom-panying catalogue (fig. 2) offer a tantalising glimpse into the animate universe inhabited by Amerindian cultures before the arrival of Columbus in 1492. On this occasion the Barbier-Mueller Museum, Barcelona brings together for the first time rare wooden sculptures and a range of other unusual religious objects from the collections of the British Museum (fig. 1, 4, 6 and 8 ), the Museo de America in Madrid and the Barbier-Mueller collection (fig. 3). These objects were all made by the culture first encountered by Columbus on his exploratory voyages Fig. 1. Wooden seat dúho . Taíno. Hispaniola. 9 th –16 th century. Height: 22 cm, width: 44 cm. BM Am 1949,22.118. British Museum. José R. Oliver - Colin McEwan Fig. 2. Cover of the exhibition catalogue. 95 Fig. 3. Amulet-pendants in calcite. Taíno. Santo Domingo. Greater Antilles. 9th -16 th century. Height: 9.8 cm and 7.3 cm. Acquired by Josef Mueller from Charles Ratton before 1939. Formerly P. de Givenchy Collection. Barbier-Mueller Museum . The Caribbean before Columbus: Fray Ramon Pané and the Taíno Religious Universe 96 A t l N a n t Florida i c O c e a n Taínos Occidentales C Cuba a r i b Taínos centrales b e o clásicos a n Haiti República S Dominicana e Jamaica Puerto Rico Taínos orientales a José R.
    [Show full text]