15% off on your first order Click here to sign up

Class 21: Haiti (Part 3)

Class 21: Haiti (Part 3)

CLASS OVERVIEW

Learn about Toussaint L’Overture  and his leadership in battle and government. Learn how Haiti won their freedom.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

 

Sources:

N/A

Study Guide

San Domingo, a small colony given this name by Columbus, had all the wealth of the colonies in all the world by producing more sugar than any other colony in the world. It became a British colony 1697 to 1791.

After the American Revolution in 1776 and the French Revolution in 1789 many of the enslaved began to start revolts. The French Revolution produce the statement that no man is above the other but that wasn’t  practiced because those who were of mixed race did not have the same rights as those who were white and those who were enslaved had no rights at all. 

One of the revolutionary leaders was named Bookman and after he died the revolution movement and vision almost died with him. There were negotiations for some of the enslaved to return back to the plantations but the French wanted all of the slaves to return so the revolt continued.

Toussaint Louverture was in the rebel camp at first. He was a medicine man and also took care of the horses. He was the negotiator with France but that did not work out.

The revolts were not successful because of the weapons used such as machetes. So the revolters asked the Spanish to help them with food and how to fight the French. 

A commissioner signed a decree which abolished slavery and 1793 he stated the only thing they could do was to abolish slavery he wrote the decree that stated that slavery had ended. 

Now Toussaint had a dilemma. The dilemma was to stay with the Spanish who had helped them to  victory but still had slavery or to go back to the French who had just abolished slavery. To stop push the Spanish back but the French did not like that the slaves were free. 

The French opened their doors to the British and then the British took over the colony. Toussaint and Lego ruled Haiti Toussaint ruled the  North and Lego ruled the South. Everything was going well but in 1799 there was a dispute started between the two. Now Napoleon was told to divide the two which started the fight and the French wanted their land and slaves back but was defeated and the officials went back to France and Toussaint was the ruler of all of Haiti. Toussaint stated that Blacks should rule blacks. All the whites were sent back to their countries. 

France, was a monarch and beheaded King Louie the 16th and then became a republic and then became a dictatorship under Napoleon. Toussaint continued to rule the entire island with 10,000 soldiers.

Napoleon had complete control of France and wrote a constitution for France with no laws to govern the colonies. Toussaint wrote a constitution for the colonies which again abolished slavery forever and and made him governor for life.

Napoleon did not accept this and called Toussaint the gilded negro and thought he needed to stop the march of the Blacks. Napoleon sent 20 to 80,000 soldiers to the island and was going to take the island over and arrest The general and put everyone back into slavery and he hoped to accomplish all these plans in 30 days. 

Kristoff held the soldiers back and Toussaint took the people up into the mountains because he felt if they waited out the rainy season  the soldiers would die from the yellow fever. There was a woman leading one of the battles and her name was Marie Jean.

After more negotiations the hostilities between the French and the Haitians ended and Toussaint retired and went on a plantation to live with his family. 

Later, Toussaint was arrested and taken to France where after being put in a castle and not being fed well or cared for died April 7th 1803.

A decade later Napoleon stated,  “My decision to destroy the Blacks of the island, was not about money or fortune, but to keep Blacks from gaining power in the world,” but later he said he should have let Toussaint rule Haiti.

Haiti gained it’s Independence as a free country on January 1, 1804. This is their Independence Day. Every January 1st they eat soup made with squash to celebrate.

THE QUIZ

  1. What crop were the French interested the most in planting and raising. Sugar
  2. Haiti became the richest Colony in the World.
  3. They imported 40,000  African a year.
  4. What were a lot of the Africans who were imported? Warriors
  5. What was the age Africans were expected to live? 7
Class 08: Introduction to African History: Ancient Africa | Kemet / Egypt: Part II

Class 08: Introduction to African History: Ancient Africa | Kemet / Egypt: Part II

CLASS OVERVIEW

It discusses early Egyptian history, social structure, architecture, religion, and cultural development, including topics like the construction of pyramids, the role of pharaohs and priests, and the influence of other civilizations such as Mesopotamia.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

World Changer/Teacher: Dr. John Aden

Sources:

Sources information and links cited for this class can be found within the Google Slides Presentation below.

THE QUIZ

Quizzes are not applicable in this class.

MATERIALS AND OTHER INFORMATION

Class 20: Haiti (Part 2)

Class 20: Haiti (Part 2)

CLASS OVERVIEW

Learn about the continuing destruction of the Tainos’ island and the beginning of the African slave trade.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

 

Study Guide

The transcript

So as of Taino started to die out, the, priest, the priest, let me say that again, the priest suggested, why don’t you go over to Africa and, get some enslaved people from there.

So, they decided, to start importing Africans to do the work that they wanted  done.

Anyway, so, I was saying Spain wanted to reestablish their place in the European world was so important.

So, as I said, the priest said, let’s go over to Africa and get Africans, to enslave.

What was happening in Africa. There were wars between different nations and  tribes.

Africans would sell the captives from the tribes that were, instead  like, in Benin.

The women warrior would throw the, the warriors over a wall.

Going back to the Pirates, the people on the mainland started selling and trading with the pirates and things, uh, uh, things like bacon and some of the, the meat and livestock. That’s what they started, uh, trading with the pirates.

They started to plant tobacco and other crops, which was doing very well.

The French settled and formed a treaty. So things were going well. They were planning tobacco, they were growing tobacco.Tobacco was being shipped back to Europe and other places. So the French made a treaty with the Spanish.

They split the island, in two parts so there was a French side and the Spanish side. There was San Domingo was the Spanish side, and Santo Domingo was the French side.

The French, uh, were not intereste in mining. They were interested in their tobacco and they introduced another crop sugar. Because they were interested in sugar cane, they needed to bring more enslaved people.

Europe got most of the Africans from sub Sahara Africa to work on the sugar cane.

So even now we can see why, sometimes we wonder why  our people, are prone, some of our people are prone to being part of gangs and what have you. That whole warring mentality, wanting to belong to something that has a purpose. Unfortunately, the purpose is not a good purpose.

THE QUIZ

  1. The name of the first people of Haiti was Tainos.
  2. How many chiefs did the Tainos have? 5
  3. What was the makeup of the Taino’s rulers? There had to be a least one male Chief if there were all femals Chief or one female if there were all male chiefs for balance.
  4. Who came to The Haiti? Christopher Columbus 
  5. What did he bring? Destruction
Class 07: Introduction to African History | Ancient Africa: Kemet / Egypt: Part I

Class 07: Introduction to African History | Ancient Africa: Kemet / Egypt: Part I

CLASS OVERVIEW

It explores Egypt’s historical development, language, art, religion, and genetic connections, emphasizing its role as a cultural nexus of Africa, Asia, and the Mediterranean.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

World Changer/Teacher: Dr. John Aden

Sources:

Sources information and links cited for this class can be found within the Google Slides Presentation below.

THE QUIZ

Quizzes are not applicable in this class.

MATERIALS AND OTHER INFORMATION

Class 06: Introduction to African History | Language Families of the African Continent: Part III

Class 06: Introduction to African History | Language Families of the African Continent: Part III

CLASS OVERVIEW

Discusses the origins, classifications, and evolution of African languages, including the influence of colonialism, migration, and cultural exchange. Key topics include tonal languages, the Bantu migration, Afro-Asiatic and Niger-Congo language families, and the role of linguistics in reconstructing African history.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

World Changer/Teacher: Dr. John Aden

Sources:

Sources information and links cited for this class can be found within the Google Slides Presentation below.

THE QUIZ

Quizzes are not applicable in this class.

MATERIALS AND OTHER INFORMATION

Class 05: Introduction to African History | Human Skeletal and Genetic Origins and the Out of Africa Theory: Part II

Class 05: Introduction to African History | Human Skeletal and Genetic Origins and the Out of Africa Theory: Part II

CLASS OVERVIEW

Exploring human evolution, early African hominids, and genetic evidence supporting the Out of Africa theory.

BEFORE YOU GET STARTED:

  • Please check the materials that go with this lesson and print relevant materials.
  • Also, check out the books and products the teachers use for further learning.
  • Reach out to support@urbanintellectuals.com if you have any questions or issues.
  • Some links may be affiliate links where we may earn a small commission from purchases.

 

World Changer/Teacher: Dr. John Aden
Sources:
Sources information and links cited for this class can be found within the Google Slides Presentation below.

THE QUIZ

Quizzes are not applicable in this class.

MATERIALS AND OTHER INFORMATION

0