This review summarizes five recent books about the Haitian Revolution and its impact. It discusses how the archives of the revolution are vast and scattered across countries like France, the UK, US, and Spain. It notes how interpretations of the revolution have been contested due to its significance for debates around issues like human rights, capitalism, and postcolonialism. The review emphasizes the need to distinguish unique aspects of the Haitian Revolution from broader trends in the Americas, and to avoid simplistic narratives. The books highlight the challenges of advancing English-language historiography of this event due to the archival situation and ideological debates surrounding it.
Rush to Gold_ The French and the California Gold Rush, 1848–1854 ( PDFDrive )...Bandara7
The document discusses the Lamar Series in Western History, an academic book series focused on enhancing understanding of the American West's significance. The series aims to increase the range and vitality of Western American history through high-quality works exploring topics like frontier places and people, Indian and ethnic communities, the urban West, and the illustrated history of the American West. Recent and forthcoming titles in the series are also listed.
Rush to Gold_ The French and the California Gold Rush, 1848–1854 ( PDFDrive )...Bandara7
The Lamar Series in Western History publishes scholarly books about the American West that enhance understanding of its political, social, and cultural significance. The series focuses on frontier places and people, as well as Indian and ethnic communities. Recent titles include Nature's Noblemen about masculinity in the 19th century American West and Geronimo by Robert Utley. Upcoming books will cover topics like tourism in the Rocky Mountains and the American Revolution on the frontier. The editorial board includes historians from Yale, Princeton, and the University of New Mexico. The book being summarized is Rush to Gold: The French and the California Gold Rush, 1848-1854 by Malcolm J. Rohrbough. It examines the participation of French migrants in the
HY 1110, American History I 1 Course Learning Outcome.docxAASTHA76
HY 1110, American History I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Identify the rifts that developed between the European powers and their American colonies.
2.1 Describe the events that led to the War for Independence.
4. Summarize the impact foreign and local governments had on the evolution of American government.
4.1 Discuss the growing rift with Britain in the 1700s.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
4.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
Reading Assignment
Throughout this course, you will be provided with sections of text from the online resource U.S. History. You
may be tested on your knowledge and understanding of the material listed below as well as the information
presented in the unit lesson. Click on the link(s) below to access your material.
Click here to access this unit’s reading from U.S. History. The chapter/section titles are also provided below.
Section 4.4: Great Awakening and Enlightenment
Section 4.5: Wars for Empire
Chapter 5 (Sections 5.1-5.5): Imperial Reforms and Colonial Protests, 1763-1774
Chapter 6 (Sections 6.1-6.4): America’s War for Independence, 1775-1783
Unit Lesson
Under the dominant British leadership, Colonial America, in what could be called its second attempt,
successfully and quickly built a sturdy population of busy cities and thriving farms. Though Britain retained its
enforcement of the government within and throughout colonial society, its population was no longer the
dominant source of immigrants to this New World. America was already becoming a melting pot that would
inspire songs and teachings of unity and nationalism even centuries later.
Family prosperity and the need for labor would ensure that the rooted families would grow, especially in
regions such as the Chesapeake and lower South, while the perceived opportunity would ramp up increased
migration from Europe, Africa (mostly involuntary), and even some Asian influences. From the advent of the
18th Century until the years directly before the War for Independence, English America would expand into 13
total colonies across multiple geographic and climatic regions along the Atlantic shore.
UNIT III STUDY GUIDE
Age of Revolution
https://online.columbiasouthern.edu/bbcswebdav/xid-76217540_1
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
The majority of the population disproportionately grew in the northern cities from nations that held no loyalty to
the original British colonizers, and soon this would become a powder keg that would explode with future
events that will be discussed later on in this lesson. England did not care to understand what loose borders
and great distance without representation was doing to divide the American citizenry. The unstable.
This document discusses cultural analyses of organizational models in Latin America. It begins by introducing the concepts of culture and modernity and their relationship to understanding Latin America. The document then analyzes some key issues in Latin America's modernization process and its relationship to culture. Finally, it discusses organizational models, focusing on their social construction, transfer, and re-appropriation to question their cultural relevance and contribution to organizational and social development in Latin America.
CXC Caribbean History School Base Assignment on haitian revolution.
THEME: RESISTANCE AND REVOLTS
TOPIC: What effect did the Haitian Revolution (1791-1804) have on Haiti and the rest of the Caribbean?
The Haitian Revolution began as a slave rebellion in 1791 and resulted in Haiti gaining independence from France in 1804. It overthrew the plantation system and slavery, making Haiti the first black republic. The revolution was led by figures like Toussaint Louverture, who organized the rebel forces and established the foundations of an independent Haitian state. However, Napoleon sent an expedition to restore French control and slavery, leading to a renewed rebellion and war that finally led to independence under Jean-Jacques Dessalines and the establishment of the sovereign nation of Haiti.
The stele of Hammurabi Free Essay Example. Law 168 hammurabis code of laws essay. The Code of Hammurabi WS. Women, the Hammurabi Code Essay Example Topics and Well Written .... The Code of Hammurabi - Online Library of Liberty. Academic Proofreading - hammurabi code laws essay writer .... Hammurabi Online Library of Liberty. Hammurabi Essay Telegraph. PDF Code of Hammurabi. Hammurabi code essay - Reasearch amp; Essay Writings From HQ Specialists. Stele with Law Code of Hammurabi AHA. Babylonian Civilization and the Code of Hammurabi Essay Example .... hammurabi and his code assignment Hammurabi Babylon. The Code of Hammurabi Essay Example Topics and Well Written Essays .... Journeys and Essays: Code of Hammurabi. Hammurabi and the Creation of a Code of Teachers amp; Schools by PLEA. PPT - Hammurabis Code of Laws PowerPoint Presentation, free download .... The Code of Hammurabi :: essays research papers. Hammurabi - MrDowling.com. What Are The Hammurabi Laws? - WorldAtlas. Code of Hammurabi. The essay describes the Code of Hammurabi and its .... Hammurabis Codes of Laws Essay Example Topics and Well Written Essays .... PPT - Hammurabi PowerPoint Presentation, free download - ID:1612689. Hammurabi. The Code of Hammurabi: The Creation of Laws - Journey to Civilization - See U in History. Hammurabis Code 500 Words - PHDessay.com. Hammurabi Essay b.doc. Hammurabi essay - We Write Professional College Essay Writing and .... Code of hammurabi examples. Essay on The Code of Hammurabi. 2019-02-09. 1750 BC: The Code of Hammurabi Worksheet for 6th - 8th Grade Lesson .... Prologue to Law Code of Hammurabi, Mesopotamia Hammurabi Essay Hammurabi Essay
Causes Of World War 2 Essays. Causes of ww2 essay - Select Expert Custom Writ...Heather Green
The Causes Of World War 2 History Free Essay Example. Band Six Causes of World War Two Essay Modern History - Year 12 HSC .... Causes of World War 2 Essay Essay on Causes of World War 2 for .... Main causes of ww2 essay. Cause Of World War 2 Essay. 2022-10-28. Causes Of The Second World War - A-Level History - Marked by Teachers.com. Fascinating Causes Of World War 2 Essay Thatsnotus. World War 2 Essay Essay on World War 2 for Students and Children in .... The Causes of The Second World War. - GCSE History - Marked by Teachers.com. World war
Rush to Gold_ The French and the California Gold Rush, 1848–1854 ( PDFDrive )...Bandara7
The document discusses the Lamar Series in Western History, an academic book series focused on enhancing understanding of the American West's significance. The series aims to increase the range and vitality of Western American history through high-quality works exploring topics like frontier places and people, Indian and ethnic communities, the urban West, and the illustrated history of the American West. Recent and forthcoming titles in the series are also listed.
Rush to Gold_ The French and the California Gold Rush, 1848–1854 ( PDFDrive )...Bandara7
The Lamar Series in Western History publishes scholarly books about the American West that enhance understanding of its political, social, and cultural significance. The series focuses on frontier places and people, as well as Indian and ethnic communities. Recent titles include Nature's Noblemen about masculinity in the 19th century American West and Geronimo by Robert Utley. Upcoming books will cover topics like tourism in the Rocky Mountains and the American Revolution on the frontier. The editorial board includes historians from Yale, Princeton, and the University of New Mexico. The book being summarized is Rush to Gold: The French and the California Gold Rush, 1848-1854 by Malcolm J. Rohrbough. It examines the participation of French migrants in the
HY 1110, American History I 1 Course Learning Outcome.docxAASTHA76
HY 1110, American History I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Identify the rifts that developed between the European powers and their American colonies.
2.1 Describe the events that led to the War for Independence.
4. Summarize the impact foreign and local governments had on the evolution of American government.
4.1 Discuss the growing rift with Britain in the 1700s.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
4.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
Reading Assignment
Throughout this course, you will be provided with sections of text from the online resource U.S. History. You
may be tested on your knowledge and understanding of the material listed below as well as the information
presented in the unit lesson. Click on the link(s) below to access your material.
Click here to access this unit’s reading from U.S. History. The chapter/section titles are also provided below.
Section 4.4: Great Awakening and Enlightenment
Section 4.5: Wars for Empire
Chapter 5 (Sections 5.1-5.5): Imperial Reforms and Colonial Protests, 1763-1774
Chapter 6 (Sections 6.1-6.4): America’s War for Independence, 1775-1783
Unit Lesson
Under the dominant British leadership, Colonial America, in what could be called its second attempt,
successfully and quickly built a sturdy population of busy cities and thriving farms. Though Britain retained its
enforcement of the government within and throughout colonial society, its population was no longer the
dominant source of immigrants to this New World. America was already becoming a melting pot that would
inspire songs and teachings of unity and nationalism even centuries later.
Family prosperity and the need for labor would ensure that the rooted families would grow, especially in
regions such as the Chesapeake and lower South, while the perceived opportunity would ramp up increased
migration from Europe, Africa (mostly involuntary), and even some Asian influences. From the advent of the
18th Century until the years directly before the War for Independence, English America would expand into 13
total colonies across multiple geographic and climatic regions along the Atlantic shore.
UNIT III STUDY GUIDE
Age of Revolution
https://online.columbiasouthern.edu/bbcswebdav/xid-76217540_1
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
The majority of the population disproportionately grew in the northern cities from nations that held no loyalty to
the original British colonizers, and soon this would become a powder keg that would explode with future
events that will be discussed later on in this lesson. England did not care to understand what loose borders
and great distance without representation was doing to divide the American citizenry. The unstable.
This document discusses cultural analyses of organizational models in Latin America. It begins by introducing the concepts of culture and modernity and their relationship to understanding Latin America. The document then analyzes some key issues in Latin America's modernization process and its relationship to culture. Finally, it discusses organizational models, focusing on their social construction, transfer, and re-appropriation to question their cultural relevance and contribution to organizational and social development in Latin America.
CXC Caribbean History School Base Assignment on haitian revolution.
THEME: RESISTANCE AND REVOLTS
TOPIC: What effect did the Haitian Revolution (1791-1804) have on Haiti and the rest of the Caribbean?
The Haitian Revolution began as a slave rebellion in 1791 and resulted in Haiti gaining independence from France in 1804. It overthrew the plantation system and slavery, making Haiti the first black republic. The revolution was led by figures like Toussaint Louverture, who organized the rebel forces and established the foundations of an independent Haitian state. However, Napoleon sent an expedition to restore French control and slavery, leading to a renewed rebellion and war that finally led to independence under Jean-Jacques Dessalines and the establishment of the sovereign nation of Haiti.
The stele of Hammurabi Free Essay Example. Law 168 hammurabis code of laws essay. The Code of Hammurabi WS. Women, the Hammurabi Code Essay Example Topics and Well Written .... The Code of Hammurabi - Online Library of Liberty. Academic Proofreading - hammurabi code laws essay writer .... Hammurabi Online Library of Liberty. Hammurabi Essay Telegraph. PDF Code of Hammurabi. Hammurabi code essay - Reasearch amp; Essay Writings From HQ Specialists. Stele with Law Code of Hammurabi AHA. Babylonian Civilization and the Code of Hammurabi Essay Example .... hammurabi and his code assignment Hammurabi Babylon. The Code of Hammurabi Essay Example Topics and Well Written Essays .... Journeys and Essays: Code of Hammurabi. Hammurabi and the Creation of a Code of Teachers amp; Schools by PLEA. PPT - Hammurabis Code of Laws PowerPoint Presentation, free download .... The Code of Hammurabi :: essays research papers. Hammurabi - MrDowling.com. What Are The Hammurabi Laws? - WorldAtlas. Code of Hammurabi. The essay describes the Code of Hammurabi and its .... Hammurabis Codes of Laws Essay Example Topics and Well Written Essays .... PPT - Hammurabi PowerPoint Presentation, free download - ID:1612689. Hammurabi. The Code of Hammurabi: The Creation of Laws - Journey to Civilization - See U in History. Hammurabis Code 500 Words - PHDessay.com. Hammurabi Essay b.doc. Hammurabi essay - We Write Professional College Essay Writing and .... Code of hammurabi examples. Essay on The Code of Hammurabi. 2019-02-09. 1750 BC: The Code of Hammurabi Worksheet for 6th - 8th Grade Lesson .... Prologue to Law Code of Hammurabi, Mesopotamia Hammurabi Essay Hammurabi Essay
Causes Of World War 2 Essays. Causes of ww2 essay - Select Expert Custom Writ...Heather Green
The Causes Of World War 2 History Free Essay Example. Band Six Causes of World War Two Essay Modern History - Year 12 HSC .... Causes of World War 2 Essay Essay on Causes of World War 2 for .... Main causes of ww2 essay. Cause Of World War 2 Essay. 2022-10-28. Causes Of The Second World War - A-Level History - Marked by Teachers.com. Fascinating Causes Of World War 2 Essay Thatsnotus. World War 2 Essay Essay on World War 2 for Students and Children in .... The Causes of The Second World War. - GCSE History - Marked by Teachers.com. World war
Book list colonization imperialism and decolonizationrwebb7
This summary provides high-level information about 3 of the documents in 3 sentences or less:
The first document is about decolonization and examines why some empires withdrew from colonies more quickly than others through a political history lens with global coverage. The second document discusses how the past can be understood through examining history as an event, experience, and myth. The third document addresses how family practices helped reproduce imperial rule in British India through a social history focused on Britain and India during the period of imperialism.
Book list colonization imperialism and decolonizationrwebb7
The document summarizes 14 academic works on topics related to imperialism, colonialism, and decolonization from a global historical perspective. The summaries provide the thesis or main argument of each work, the type of history and methodology used (such as political, social, cultural, environmental), and the geographic regions and time periods covered. The works address the political, economic, social, and cultural dimensions of empire building and dismantling from the 15th century through the late 20th century.
This article analyzes how the American Civil War advanced Enlightenment ideals and transformed moral perceptions of slavery. It discusses how the war was a social revolution that fundamentally changed longstanding institutions and decided core ethical issues. The war grew out of conflicts between Northern and Southern civil societies that embraced different visions of modernization, with the South defending the institution of slavery and its economic advantages. Religion played a major role in how people understood the war and justified violence. The outcome advanced Enlightenment values of equality and natural rights by ending slavery, though it had taken unprecedented bloodshed to resolve the contradictions between these ideals and the racist practices of the slave system.
The European Intellectual Revolution The Enlightenment”Readi.docxcherry686017
The European Intellectual Revolution: “The Enlightenment”
Readings: Smith, et al., 759-767
Lecture 10
1
Enlightenment is A Product of the Scientific Revolution
If you can know the “natural” world, then you should be able to know the “social, political, economic worlds.
Sir Isaac Newton was a model.
The goal was to make everyone happy.
Lecture 10
2
Immanuel Kant
“What is Enlightenment”
“Don’t be Afraid to Know”
“Have Courage to Use Your Own Reason”
Lecture 10
3
John Locke
Was English and lived from 1631-1704.
Two Treatises on Government: Political Liberalism and Representation.
John Locke felt that property was necessary to have a stake in the government.
Lecture 10
4
Baron de Montesquieu
Was French and lived from 1689-1755.
Spirit of Laws:
Separation of Powers
Checks and Balances
Lecture 10
5
Voltaire
Was French and lived from 1694-1778.
“Enlightened Despotism”
Religious Toleration
Lecture 10
6
Jean-Jacques Rousseau
Was French from 1712-1778.
The Social Contract:
The General Will
Public must be generous
Make other people happy
Private happiness linked to public happiness
Lecture 10
7
Emile
Education
The Woman Question
Idea of State religion: Nationalism, Patriotism
Lecture 10
8
Adam Smith
The Wealth of Nations (1776)
Laissez-faire economy
Free Trade
The Invisible Hand
Lecture 10
9
Jeremy Bentham
Utalitarianism
Best Policy which promotes Greatest happiness of the greatest number.
Lecture 10
10
Benjamin Franklin
Poor Richard’s Almanac
Public Opinion
Coffee Houses
Newspapers
Academies
Salons
Lecture 10
11
HISTORY 110B
WORLD CIVILIZATIONS SINCE THE 16TH CENTURY
DR. NANCY FITCH
Summer 2013
Compare and contrast the outcomes of the American and French Revolutions, and the Latin American Independence movements. In which ones did governments become more inclusive (ruled with the input of more people)? How do you account for the differences in outcomes? Why were specific groups of people—slaves, mixed races, Blacks, poor people, women—included or excluded in the various movements and revolutions? Why was there so much bloodshed in the various efforts to achieve political and social change? In terms of your answer, which revolutions were most/least successful?
Revolution
Revolutions have been instrumental in the shaping of the world. Revolutions started many years ago when people realized that they were not being treated right. Revolutions were not just against issues like racial discrimination or slavery as many people would imagine. Many revolutions have been carried out by people against their own governments. Some of the worlds known revolutions were the French revolution, North American revolution and Latin America revolution. The three revolutions had some common aspects as well as differences.
The three revolutions came as a result of people realizing that people are born free and therefore they were not subject to others whether ...
Franklin W. KnightThe Haitian Revolution andthe Notion o.docxgreg1eden90113
The document summarizes the key role that the Haitian Revolution played in advancing the notion of universal human rights in the early 19th century. It discusses how the Haitian Revolution established Haiti as the second independent state in the Americas and the first non-European state, with the ideals of equality and human rights for all. However, these ideals of equality largely failed at the time because they were far ahead of their era and challenged the racial hierarchy of the world. The revolution transformed Haitian society, politics, and economy, but also had long-term impacts and repercussions.
The sources discuss the conditions that led to the French Revolution. Source 1 describes the third estate as comprising 98% of the French population but having no political participation or voice, which was unfair. Source 2 explains that 18th century philosophy made the French people discontented with their wretched and unjust conditions under the monarchy. Source 3 discusses how the American Revolution and Enlightenment ideas of liberty, equality, and representative government influenced observers in Europe and gave hope for change. It showed that rational people could control their own lives through choosing their government. Source 4 refers to the decline of absolute monarchy in France and the rise of democracy, with common people having a voice, which was a new concept that transformed the world.
The document discusses the key ideas and figures of the Enlightenment period in the 18th century. It explains how the Enlightenment built upon the Scientific Revolution by applying rational thinking to understand human society and governance. It outlines philosophers like Voltaire, Rousseau, and Montesquieu and their criticisms of religious institutions and absolutist rule. It also highlights the importance of Diderot's Encyclopedia in disseminating knowledge widely and fueling public debate during the Enlightenment.
King Afonso I of Kongo and Emperor Qianlong of China both addressed issues involving trade with Western nations in the 15th-17th centuries. Afonso I wrote to Portugal about limiting the slave trade, which undermined his authority. Qianlong wrote to England establishing rules for trade at Guangzhou only. Both leaders provided important goods and sought to reform trade relations by imposing restrictions. The interview discusses two sisters who attended Notre Dame College in the mid-20th century, became nuns, and had careers in education. They grew up on a farm in Ohio and commented on farm life and chores.
SAMPLE 1Working title Personal essay The rise of inequality in.docxrtodd599
SAMPLE 1
Working title: Personal essay: The rise of inequality in South Florida
Working Thesis: Similar to @my family’s experience in South Florida, many Americans have fought against various forms of #inequality. Two examples that stand out when studying the [[specify year(s)]]-period of US history are #income inequality and #gender inequality.
Topic sentence #1: @ family experience with #inequality [[a sentence about these things will help the author establish their POV about the essay themes]]
Evidence 1: [[specific examples from the current period can illustrate relationship between local experience or observation and the theme of #inequality as discussed in Module 2-4]]
Evidence 2: [[need at least one additional piece of evidence, can be specific to the family experience OR to the modules]]
Topic sentence #2: #Income inequality [[notice how the first sub-topic in the thesis discussed]]
[[now that theme of focus of this paragraph identified, the topic sentence must state what it is about income inequality will be discussed in the paragraph]]
Evidence 1: and discussion that supports your point: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665. Ch.16
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about income inequality that directly pertains to the topic sentence]]
Evidence 2: and discussion that supports your point.
Topic sentence 3: gender inequality
Evidence 1:
Evidence 2:
Conclusion
...
SAMPLE 2
Working Thesis: The [[specify dates]]-period was one during which Americans of diverse backgrounds pushed for their rights. This is apparent in the long struggle for civil rights, women's rights, and labor rights.
Topic Sentence 1: civil rights
Evidence 1:
Evidence 2:
Topic Sentence 2: women's rights
Evidence 1: local example of NOW
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about the rights struggle that directly pertains to the topic sentence]]
Evidence 2:
Topic Sentence 3: labor rights
Evidence 1:
Evidence 2:
Conclusion
…
SAMPLE 3
Working Titles: Topic Essay: Capitalism and the Growth of the American Economy OR
Capitalism and the Foundation of the Modern Economy How Industrial Capitalism laid the groundwork for the modern economy.
Working Thesis: The @industrial capitalists of the @late 1800’s and @early 1900’s laid the groundwork and created the #modern American economy. The formation of @large corporations, @injection of capital, and @government intervention were the #building blocks of capitalism in America. The #effects of this revolution are still @visible today in @every city, on @every street corner and in @every shopping mall. This was the beginning of the America we live in today.
[[reference to current day, local example needs to be more precise and below, needs to be incorporated somewhere into the essay]]
·
Topic Sentence 1:
The @railroad in.
SAMPLE 1Working title Personal essay The rise of inequality in.docxjeffsrosalyn
SAMPLE 1
Working title: Personal essay: The rise of inequality in South Florida
Working Thesis: Similar to @my family’s experience in South Florida, many Americans have fought against various forms of #inequality. Two examples that stand out when studying the [[specify year(s)]]-period of US history are #income inequality and #gender inequality.
Topic sentence #1: @ family experience with #inequality [[a sentence about these things will help the author establish their POV about the essay themes]]
Evidence 1: [[specific examples from the current period can illustrate relationship between local experience or observation and the theme of #inequality as discussed in Module 2-4]]
Evidence 2: [[need at least one additional piece of evidence, can be specific to the family experience OR to the modules]]
Topic sentence #2: #Income inequality [[notice how the first sub-topic in the thesis discussed]]
[[now that theme of focus of this paragraph identified, the topic sentence must state what it is about income inequality will be discussed in the paragraph]]
Evidence 1: and discussion that supports your point: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665. Ch.16
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about income inequality that directly pertains to the topic sentence]]
Evidence 2: and discussion that supports your point.
Topic sentence 3: gender inequality
Evidence 1:
Evidence 2:
Conclusion
...
SAMPLE 2
Working Thesis: The [[specify dates]]-period was one during which Americans of diverse backgrounds pushed for their rights. This is apparent in the long struggle for civil rights, women's rights, and labor rights.
Topic Sentence 1: civil rights
Evidence 1:
Evidence 2:
Topic Sentence 2: women's rights
Evidence 1: local example of NOW
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about the rights struggle that directly pertains to the topic sentence]]
Evidence 2:
Topic Sentence 3: labor rights
Evidence 1:
Evidence 2:
Conclusion
…
SAMPLE 3
Working Titles: Topic Essay: Capitalism and the Growth of the American Economy OR
Capitalism and the Foundation of the Modern Economy How Industrial Capitalism laid the groundwork for the modern economy.
Working Thesis: The @industrial capitalists of the @late 1800’s and @early 1900’s laid the groundwork and created the #modern American economy. The formation of @large corporations, @injection of capital, and @government intervention were the #building blocks of capitalism in America. The #effects of this revolution are still @visible today in @every city, on @every street corner and in @every shopping mall. This was the beginning of the America we live in today.
[[reference to current day, local example needs to be more precise and below, needs to be incorporated somewhere into the essay]]
·
Topic Sentence 1:
The @railroad in.
The sources discuss the conditions that led to the French Revolution. Source 1 describes the third estate as comprising 98% of the French population but having no political participation or voice, which was unfair. Source 2 explains that 18th century philosophy made the French people discontented with their wretched and unjust conditions under the monarchy. Source 3 discusses how the American Revolution and Enlightenment ideas of liberty, equality, and representative government influenced observers in Europe and gave hope for change. It showed that rational people could control their own lives through choosing their government. Source 4 refers to the decline of the absolute monarchy in France and the rise of democracy, with common people having a voice, which was a totally new concept.
1. The document summarizes the revolutions in Latin America from 1804-1828 that led to independence from Spain and Portugal. Key events included the Haitian revolution of 1804-1810 that abolished slavery, Simón Bolívar leading independence movements across South America, and wars for independence in Mexico, Argentina, Chile, and Peru.
2. By 1828, most of Latin America had achieved independence, establishing new nations, though regional divisions remained. Independence brought changes in social structures and new republican governments.
How To Write A Self Evaluation Essay. Online assignment writing service.Brandi Gonzales
The document provides steps for requesting assignment writing help from HelpWriting.net:
1. Create an account and complete a request form providing instructions, sources, and deadline.
2. Writers will bid on the request and their qualifications can be reviewed to select a writer.
3. The writer will complete the assignment and customers can request revisions to ensure satisfaction. HelpWriting.net offers refunds for plagiarized work.
Thesis Format Sample Philippines - ProofreadwebBrandi Gonzales
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment or request revisions. 5) Request multiple revisions to ensure satisfaction, with the option of a full refund for plagiarized work. The document promotes HelpWriting.net's writing assistance and guarantees of original, high-quality content.
Cartadalettera1 In 2021 Free Printable Stationery 3Brandi Gonzales
The document discusses the importance of establishing uplink over utilization protection thresholds in network infrastructure. It recommends setting thresholds based on percentage of usage compared to maximum available bandwidth, with enough margin of safety to alert when more bandwidth is needed. As a general rule, utilization percentages of 50-70% are acceptable for short periods, with 80% signaling that more bandwidth may be required and 90% indicating immediate action is needed. Establishing clear thresholds helps determine when additional network resources should be provisioned.
Diversity College Essay College Application EssayBrandi Gonzales
This document discusses a partnership between Velocity and Quetzal Inc., a point of sale system for independent shoe and dress boutiques. Some key details:
- Quetzal is a leading POS for independent shoe and clothing retailers in North America, with a focus on the complex needs of those industries.
- It offers comprehensive tools beyond just a POS, including multi-store management, advanced inventory control, customer management, and analytics.
- Quetzal values merchant feedback and works directly with customers to build a product tailored to their unique needs.
- Velocity has partnered with Quetzal to offer their POS system to its customers.
Mr. JBS Literature Class Proper Journal And Essay FormatBrandi Gonzales
The document discusses Susan Griffin's book "Our Story" and how it examines how rigid, top-down societies can cause problems like manufacturing obedient masses, loss of moral reasoning, and suppression of emotions. It provides the example of Heinrich Himmler's upbringing in early 20th century Germany, which had strong expectations of masculinity that Himmler did not fit, influencing his life and history. Griffin uses this complex story to show how expectations of normalcy in rigid cultures can undermine critical thinking.
1. Sigmund Freud developed the theory of psychoanalysis to understand the unconscious mind through techniques like dream analysis and free association.
2. Psychoanalysis posits that unconscious drives and desires influence conscious thoughts and behavior. By bringing the unconscious into awareness, repressed conflicts can be resolved.
3. Freud believed that psychoanalysis could provide relief from neurotic suffering and help patients achieve greater insight into themselves. It aimed to make the unconscious conscious.
The document provides instructions for using a writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadlines, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
Fresh English Writing An Objective News SummaryBrandi Gonzales
The document discusses the steps to request and complete an assignment writing request on the website HelpWriting.net. It outlines 5 steps: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
Five Ways To Repurpose Your. Online assignment writing service.Brandi Gonzales
The document provides a 5-step process for requesting and receiving writing assistance from HelpWriting.net. It explains that users must first create an account, then submit a request form with instructions and sources. Writers will bid on the request, and the user can select a writer and provide a deposit to start the work. Upon receiving a draft, the user can request revisions if needed. HelpWriting.net guarantees original, high-quality work and offers refunds for plagiarized content.
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The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, and HelpWriting.net offers refunds for plagiarized work.
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Book list colonization imperialism and decolonizationrwebb7
This summary provides high-level information about 3 of the documents in 3 sentences or less:
The first document is about decolonization and examines why some empires withdrew from colonies more quickly than others through a political history lens with global coverage. The second document discusses how the past can be understood through examining history as an event, experience, and myth. The third document addresses how family practices helped reproduce imperial rule in British India through a social history focused on Britain and India during the period of imperialism.
Book list colonization imperialism and decolonizationrwebb7
The document summarizes 14 academic works on topics related to imperialism, colonialism, and decolonization from a global historical perspective. The summaries provide the thesis or main argument of each work, the type of history and methodology used (such as political, social, cultural, environmental), and the geographic regions and time periods covered. The works address the political, economic, social, and cultural dimensions of empire building and dismantling from the 15th century through the late 20th century.
This article analyzes how the American Civil War advanced Enlightenment ideals and transformed moral perceptions of slavery. It discusses how the war was a social revolution that fundamentally changed longstanding institutions and decided core ethical issues. The war grew out of conflicts between Northern and Southern civil societies that embraced different visions of modernization, with the South defending the institution of slavery and its economic advantages. Religion played a major role in how people understood the war and justified violence. The outcome advanced Enlightenment values of equality and natural rights by ending slavery, though it had taken unprecedented bloodshed to resolve the contradictions between these ideals and the racist practices of the slave system.
The European Intellectual Revolution The Enlightenment”Readi.docxcherry686017
The European Intellectual Revolution: “The Enlightenment”
Readings: Smith, et al., 759-767
Lecture 10
1
Enlightenment is A Product of the Scientific Revolution
If you can know the “natural” world, then you should be able to know the “social, political, economic worlds.
Sir Isaac Newton was a model.
The goal was to make everyone happy.
Lecture 10
2
Immanuel Kant
“What is Enlightenment”
“Don’t be Afraid to Know”
“Have Courage to Use Your Own Reason”
Lecture 10
3
John Locke
Was English and lived from 1631-1704.
Two Treatises on Government: Political Liberalism and Representation.
John Locke felt that property was necessary to have a stake in the government.
Lecture 10
4
Baron de Montesquieu
Was French and lived from 1689-1755.
Spirit of Laws:
Separation of Powers
Checks and Balances
Lecture 10
5
Voltaire
Was French and lived from 1694-1778.
“Enlightened Despotism”
Religious Toleration
Lecture 10
6
Jean-Jacques Rousseau
Was French from 1712-1778.
The Social Contract:
The General Will
Public must be generous
Make other people happy
Private happiness linked to public happiness
Lecture 10
7
Emile
Education
The Woman Question
Idea of State religion: Nationalism, Patriotism
Lecture 10
8
Adam Smith
The Wealth of Nations (1776)
Laissez-faire economy
Free Trade
The Invisible Hand
Lecture 10
9
Jeremy Bentham
Utalitarianism
Best Policy which promotes Greatest happiness of the greatest number.
Lecture 10
10
Benjamin Franklin
Poor Richard’s Almanac
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HISTORY 110B
WORLD CIVILIZATIONS SINCE THE 16TH CENTURY
DR. NANCY FITCH
Summer 2013
Compare and contrast the outcomes of the American and French Revolutions, and the Latin American Independence movements. In which ones did governments become more inclusive (ruled with the input of more people)? How do you account for the differences in outcomes? Why were specific groups of people—slaves, mixed races, Blacks, poor people, women—included or excluded in the various movements and revolutions? Why was there so much bloodshed in the various efforts to achieve political and social change? In terms of your answer, which revolutions were most/least successful?
Revolution
Revolutions have been instrumental in the shaping of the world. Revolutions started many years ago when people realized that they were not being treated right. Revolutions were not just against issues like racial discrimination or slavery as many people would imagine. Many revolutions have been carried out by people against their own governments. Some of the worlds known revolutions were the French revolution, North American revolution and Latin America revolution. The three revolutions had some common aspects as well as differences.
The three revolutions came as a result of people realizing that people are born free and therefore they were not subject to others whether ...
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The document summarizes the key role that the Haitian Revolution played in advancing the notion of universal human rights in the early 19th century. It discusses how the Haitian Revolution established Haiti as the second independent state in the Americas and the first non-European state, with the ideals of equality and human rights for all. However, these ideals of equality largely failed at the time because they were far ahead of their era and challenged the racial hierarchy of the world. The revolution transformed Haitian society, politics, and economy, but also had long-term impacts and repercussions.
The sources discuss the conditions that led to the French Revolution. Source 1 describes the third estate as comprising 98% of the French population but having no political participation or voice, which was unfair. Source 2 explains that 18th century philosophy made the French people discontented with their wretched and unjust conditions under the monarchy. Source 3 discusses how the American Revolution and Enlightenment ideas of liberty, equality, and representative government influenced observers in Europe and gave hope for change. It showed that rational people could control their own lives through choosing their government. Source 4 refers to the decline of absolute monarchy in France and the rise of democracy, with common people having a voice, which was a new concept that transformed the world.
The document discusses the key ideas and figures of the Enlightenment period in the 18th century. It explains how the Enlightenment built upon the Scientific Revolution by applying rational thinking to understand human society and governance. It outlines philosophers like Voltaire, Rousseau, and Montesquieu and their criticisms of religious institutions and absolutist rule. It also highlights the importance of Diderot's Encyclopedia in disseminating knowledge widely and fueling public debate during the Enlightenment.
King Afonso I of Kongo and Emperor Qianlong of China both addressed issues involving trade with Western nations in the 15th-17th centuries. Afonso I wrote to Portugal about limiting the slave trade, which undermined his authority. Qianlong wrote to England establishing rules for trade at Guangzhou only. Both leaders provided important goods and sought to reform trade relations by imposing restrictions. The interview discusses two sisters who attended Notre Dame College in the mid-20th century, became nuns, and had careers in education. They grew up on a farm in Ohio and commented on farm life and chores.
SAMPLE 1Working title Personal essay The rise of inequality in.docxrtodd599
SAMPLE 1
Working title: Personal essay: The rise of inequality in South Florida
Working Thesis: Similar to @my family’s experience in South Florida, many Americans have fought against various forms of #inequality. Two examples that stand out when studying the [[specify year(s)]]-period of US history are #income inequality and #gender inequality.
Topic sentence #1: @ family experience with #inequality [[a sentence about these things will help the author establish their POV about the essay themes]]
Evidence 1: [[specific examples from the current period can illustrate relationship between local experience or observation and the theme of #inequality as discussed in Module 2-4]]
Evidence 2: [[need at least one additional piece of evidence, can be specific to the family experience OR to the modules]]
Topic sentence #2: #Income inequality [[notice how the first sub-topic in the thesis discussed]]
[[now that theme of focus of this paragraph identified, the topic sentence must state what it is about income inequality will be discussed in the paragraph]]
Evidence 1: and discussion that supports your point: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665. Ch.16
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about income inequality that directly pertains to the topic sentence]]
Evidence 2: and discussion that supports your point.
Topic sentence 3: gender inequality
Evidence 1:
Evidence 2:
Conclusion
...
SAMPLE 2
Working Thesis: The [[specify dates]]-period was one during which Americans of diverse backgrounds pushed for their rights. This is apparent in the long struggle for civil rights, women's rights, and labor rights.
Topic Sentence 1: civil rights
Evidence 1:
Evidence 2:
Topic Sentence 2: women's rights
Evidence 1: local example of NOW
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about the rights struggle that directly pertains to the topic sentence]]
Evidence 2:
Topic Sentence 3: labor rights
Evidence 1:
Evidence 2:
Conclusion
…
SAMPLE 3
Working Titles: Topic Essay: Capitalism and the Growth of the American Economy OR
Capitalism and the Foundation of the Modern Economy How Industrial Capitalism laid the groundwork for the modern economy.
Working Thesis: The @industrial capitalists of the @late 1800’s and @early 1900’s laid the groundwork and created the #modern American economy. The formation of @large corporations, @injection of capital, and @government intervention were the #building blocks of capitalism in America. The #effects of this revolution are still @visible today in @every city, on @every street corner and in @every shopping mall. This was the beginning of the America we live in today.
[[reference to current day, local example needs to be more precise and below, needs to be incorporated somewhere into the essay]]
·
Topic Sentence 1:
The @railroad in.
SAMPLE 1Working title Personal essay The rise of inequality in.docxjeffsrosalyn
SAMPLE 1
Working title: Personal essay: The rise of inequality in South Florida
Working Thesis: Similar to @my family’s experience in South Florida, many Americans have fought against various forms of #inequality. Two examples that stand out when studying the [[specify year(s)]]-period of US history are #income inequality and #gender inequality.
Topic sentence #1: @ family experience with #inequality [[a sentence about these things will help the author establish their POV about the essay themes]]
Evidence 1: [[specific examples from the current period can illustrate relationship between local experience or observation and the theme of #inequality as discussed in Module 2-4]]
Evidence 2: [[need at least one additional piece of evidence, can be specific to the family experience OR to the modules]]
Topic sentence #2: #Income inequality [[notice how the first sub-topic in the thesis discussed]]
[[now that theme of focus of this paragraph identified, the topic sentence must state what it is about income inequality will be discussed in the paragraph]]
Evidence 1: and discussion that supports your point: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665. Ch.16
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about income inequality that directly pertains to the topic sentence]]
Evidence 2: and discussion that supports your point.
Topic sentence 3: gender inequality
Evidence 1:
Evidence 2:
Conclusion
...
SAMPLE 2
Working Thesis: The [[specify dates]]-period was one during which Americans of diverse backgrounds pushed for their rights. This is apparent in the long struggle for civil rights, women's rights, and labor rights.
Topic Sentence 1: civil rights
Evidence 1:
Evidence 2:
Topic Sentence 2: women's rights
Evidence 1: local example of NOW
[[now that evidence related to the particular theme identified, the sentences must state what the evidence highlights about the rights struggle that directly pertains to the topic sentence]]
Evidence 2:
Topic Sentence 3: labor rights
Evidence 1:
Evidence 2:
Conclusion
…
SAMPLE 3
Working Titles: Topic Essay: Capitalism and the Growth of the American Economy OR
Capitalism and the Foundation of the Modern Economy How Industrial Capitalism laid the groundwork for the modern economy.
Working Thesis: The @industrial capitalists of the @late 1800’s and @early 1900’s laid the groundwork and created the #modern American economy. The formation of @large corporations, @injection of capital, and @government intervention were the #building blocks of capitalism in America. The #effects of this revolution are still @visible today in @every city, on @every street corner and in @every shopping mall. This was the beginning of the America we live in today.
[[reference to current day, local example needs to be more precise and below, needs to be incorporated somewhere into the essay]]
·
Topic Sentence 1:
The @railroad in.
The sources discuss the conditions that led to the French Revolution. Source 1 describes the third estate as comprising 98% of the French population but having no political participation or voice, which was unfair. Source 2 explains that 18th century philosophy made the French people discontented with their wretched and unjust conditions under the monarchy. Source 3 discusses how the American Revolution and Enlightenment ideas of liberty, equality, and representative government influenced observers in Europe and gave hope for change. It showed that rational people could control their own lives through choosing their government. Source 4 refers to the decline of the absolute monarchy in France and the rise of democracy, with common people having a voice, which was a totally new concept.
1. The document summarizes the revolutions in Latin America from 1804-1828 that led to independence from Spain and Portugal. Key events included the Haitian revolution of 1804-1810 that abolished slavery, Simón Bolívar leading independence movements across South America, and wars for independence in Mexico, Argentina, Chile, and Peru.
2. By 1828, most of Latin America had achieved independence, establishing new nations, though regional divisions remained. Independence brought changes in social structures and new republican governments.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
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9
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Archives Of Revolution Toward New Narratives Of Haiti And The Revolution
1. Reviews of Books
Archives of the Revolution:
Toward New Narratives of Haiti and the Revolution
Robert D. Taber, Fayetteville State University1
Cul de Sac: Patrimony, Capitalism, and Slavery in French Saint-Domingue.
By Paul Cheney. Chicago: University of Chicago Press, 2017. 274
pages. Cloth, ebook.
The Haitian Revolution and the Early United States: Histories, Textualities,
Geographies. Edited by Elizabeth Maddock Dillon and Michael
J. Drexler. Early American Studies. Philadelphia: University of
Pennsylvania Press, 2016. 430 pages. Cloth, ebook.
Dangerous Neighbors: Making the Haitian Revolution in Early America.
By James Alexander Dun. Early American Studies. Philadelphia:
University of Pennsylvania Press, 2016. 350 pages. Cloth, ebook.
The Haitian Declaration of Independence: Creation, Context, and Legacy.
Edited by Julia Gaffield. Jeffersonian America. Charlottesville:
University of Virginia Press, 2016. 295 pages. Cloth, ebook.
An Islandwide Struggle for Freedom: Revolution, Emancipation, and
Reenslavement in Hispaniola, 1789–1809. By Graham T. Nessler.
Chapel Hill: University of North Carolina Press, 2016. 312 pages.
Cloth, ebook.
We search with curiosity for the ruins of ancient civilizations
whose glory has inspired admiration, and we engage in painstaking
research and learned dissertations to arrive at imperfect knowledge
of the cultures and government of these peoples. Greece and Italy
call out to observers every day. Well! With this work, one may med-
itate on Saint-Domingue; and no doubt we may, in some respects,
1 The reviewer thanks Nathan Dize, Yvonne Fabella, Jennifer Palmer, Alyssa Gold-
stein Sepinwall, Douglass Taber, and Charlton Yingling for their comments and sugges-
tions on early versions of this piece. Any errors are the reviewer’s own.
William and Mary Quarterly, 3d ser., 75, no. 3, July 2018
DOI: https://doi.org/10.5309/willmaryquar.75.3.0541
2. 542 william and mary quarterly
receive as much from this contemplation as from that of the debris
of Herculaneum, which is to be drawn from the ashes that have
covered it for so many centuries.
—Médéric-Louis-Elie Moreau de Saint-Méry, Description . . . de la
partie Française de l’isle Saint-Domingue
These perceptions [of economic poverty and artistic wealth] actu-
ally incarcerate Haiti—restricting it to dystopian narratives of des-
peration that obscure the republic’s complexity. In so doing, these
views come dangerously close to dehumanizing Haitians.
—Gina Athena Ulysse, Why Haiti Needs New Narratives2
Six years ago, Celucien L. Joseph described the growth of works written
in North America on the Haitian Revolution and its impact as the “Haitian
Turn.”3 As Europeanist scholars join their Caribbeanist, Africanist, and
(Latin) Americanist colleagues in studying Haiti, it is imperative that we
not misunderstand the term, for Haitian history is not new. The novelty of
the past twenty years lies in the growing inclusion of Haiti and its colonial
predecessor, Saint Domingue, in these various historiographies, a deepening
sophistication of the analysis of the Haitian Revolution available to readers
of English, and, most significantly, a broadening recognition of both the
complexities of Black political agency before, during, and after the revolu-
tion and its significance to developments across the Americas. More teach-
ers of history include the signal achievement of the Haitian Revolution in
their classes, and more scholars connect events in the mainland and island
Americas, Europe, and Africa to developments in Haiti. These welcome
changes lead to better histories. But the strong temptation to oversimplify
the Haitian story, or to assert one interpretation of the revolution for the
2 “Nous recherchons avec curiosité les ruines des anciens établissements qui ont
fait la gloire & l’admiration des peuples & nous recourons à de pénibles recherches,
à de savantes dissertations pour arriver, par elles, à la connaissance imparfaite des
mœurs & du gouvernement de ces peuples. La Grèce, l’Italie appellent, chaque jour,
les observateurs. Eh bien! avec cet Ouvrage, on méditerait sur Saint-Domingue; & sans
doute on peut, à quelques égards, retirer autant de fruit de cette contemplation que de
celle des débris d’Herculanum, qu’on va tirer du milieu des cendres qui les recouvrent
depuis tant de siècles.” M[édéric-]L[ouis-]E[lie] Moreau de Saint-Méry, Description
topographique, physique, civile, politique et historique de la partie Française de l’isle
Saint-Domingue. . . . (Philadelphia, 1797), viii; Gina Athena Ulysse, Why Haiti Needs
New Narratives: A Post-Quake Chronicle, trans. Nadève Ménard and Évelyne Trouillot
(Middletown, Conn., 2015), 21. All translations, unless otherwise noted, are the review-
er’s. Spelling and punctuation have been modernized.
3 Celucien L. Joseph, “‘The Haitian Turn’: An Appraisal of Recent Literary and
Historiographical Works on the Haitian Revolution,” Journal of Pan African Studies 5,
no. 6 (September 2012): 37–55.
3. reviews of books 543
sake of present-day political arguments, is made more acute by a unique
aspect of Haitian Revolution historiography: the archives of the revolution
are, for the most part, in the hands of the former colonizers. By their ini-
tial design these archives amplify the voices of the defeated imperial forces
rather than the arguments of the silenced victors.
The books reviewed here draw on archives in the United States, the
United Kingdom, Spain, and France, as well as a few Haitian-created and
Haitian-preserved collections. Together, they point to three challenges in
advancing the English-language historiography of the Haitian Revolution.
First, the archives of revolution are vast and scattered. Second, as an event at
the fulcrum of key questions regarding human rights, citizenship, the devel-
opment of global capitalism, and postcolonial imaginings, the significance
of the Haitian Revolution for our conceptions of modernity has always been
contested, with defenders of white supremacy consistently striving to silence
or distort aspects of the revolution, particularly Black political agency.
Third, we must distinguish between the aspects of the Haitian Revolution
that are indeed unique and those aspects that are consistent with trends else-
where in the Americas, and we need to avoid simplistic narratives. In 1789,
the crops grown by the enslaved formed the linchpin for the Atlantic econ-
omy, but little of the wealth remained in the hands of the producers; thus
we must not call Saint Domingue the “wealthiest colony in the world.”4
Furthermore, though plantation uprisings were the sites of greatest unrest in
Haiti, transitions from slavery across the Americas often included organized
violence, mass desertions, and political lobbying for emancipation. Finally,
revolutionary and early national Haiti’s postemancipation society featured
arguments about forced labor and plantation-centered production that pre-
saged similar struggles elsewhere. Rigorous research into the Haitian past
therefore enables us to better understand larger histories of slave resistance,
emancipation, and postcolonial society in the Americas and beyond, and
Haiti’s role therein.
Due to Haiti’s colonial status (until 1804), its economic importance,
and the contemporary salience of the slave uprisings, most primary sources
for revolutionary events reside in foreign hands, particularly those of the
countries that lost the military, diplomatic, and cultural battles. France
houses the most, followed by the United Kingdom, the United States, and
Spain.5 This staggering archival spread is seen in the works under discus-
sion here. For example, in An Islandwide Struggle for Freedom, Graham T.
Nessler draws upon the Rochambeau Papers at the University of Florida,
Gainesville, and the records from the Audiencia de Santo Domingo in
Seville, Spain, as well as the Notariat de Saint-Domingue and the Collection
4 David Geggus, The Haitian Revolution: A Documentary History (London, 2014), xi.
5 David Patrick Geggus, Haitian Revolutionary Studies (Bloomington, Ind., 2002),
43–51.
4. 544 william and mary quarterly
Moreau de Saint-Méry, which are housed in Aix-en-Provence, France. This
last collection was assembled by its namesake to write his Description topo-
graphique et politique de la partie espagnole of both colonies on Hispaniola,
originally published in the 1790s.6 The foundation of Paul Cheney’s Cul
de Sac is the privately held Ferron de la Ferronnays family archive in
Saint-Mars-la-Jaille, though he also uses departmental archives from across
France, the Archives Nationales d’Outre-Mer in Aix-en-Provence, and
the appropriate files assembled by the Comité des Colonies, now in Paris.
Other key sources are scattered within collections focused on non-Haitian
topics; for example, James Alexander Dun’s Dangerous Neighbors builds his
history of the image of the revolution from more than a decade’s worth of
Philadelphia newspapers.
The victors of the revolution also produced surviving sources, and some
of the reviewed works draw on them to good effect. These include two essays
edited by Elizabeth Maddock Dillon and Michael J. Drexler in The Haitian
Revolution and the Early United States. Colleen C. O’Brien uses The Haytian
Papers, a compilation of early Haitian government publications compiled
and edited by the educator Prince Saunders, to explore African American
ideologies of labor in the early 1800s, while an essay by Marlene L. Daut
does important work on the Baron de Vastey, an early literary defender of
the Haitian state. The essay collection edited by Julia Gaffield, The Haitian
Declaration of Independence, centers on a key Haitian-produced source: the
1804 Declaration of Independence, rediscovered by Gaffield in the National
Archives of the United Kingdom. Examining this document also required
creative use of archives. Laurent Dubois’s contribution, for example, draws
upon “contemporary Vodou songs” (8) collected from across Haiti to explore
what independence might have meant for the majority of Haitians.7 The
archival scope of the Haitian Revolution, in short, is dizzying.
As these works show, furthermore, from its inception the Haitian
Revolution provoked interpretive debates in the greater Caribbean, North
America, Europe, and beyond. These stories often featured sensationalized
tales of the rebels’ violence.8 The men who declared Haitian independence
in January 1804, accordingly, faced two interrelated problems: preserving
Haiti’s sovereignty and producing a narrative of the revolution that coun-
tered stereotypes of slaves’ capacity for violence. A major theme running
through the works reviewed here is the entrenchment and evolution of
6 M[édéric-]L[ouis-]E[lie] Moreau de Saint-Méry, Description topographique et poli-
tique de la partie espagnole de l’isle Saint-Domingue. . . . (Philadelphia, 1796).
7 Benjamin Hebblethwaite, Vodou Songs in Haitian Creole and English (Philadel-
phia, 2012); “The Vodou Archive: Curating and Sharing the Sources of Vodou Religion
and Culture,” Digital Library of the Caribbean, http://dloc.com/vodou.
8 Laurent Dubois, “Avenging America: The Politics of Violence in the Haitian
Revolution,” in The World of the Haitian Revolution, ed. David Patrick Geggus and
Norman Fiering (Bloomington, Ind., 2009), 111–24.
5. reviews of books 545
prorevolutionary narratives. In her contribution to The Haitian Declaration
of Independence, Deborah Jenson uses the appellation “‘tiger-man’ (l’homme
tigre)” (72) for Jean-Jacques Dessalines, given to him by a French hostage,
to explore questions of author and authority in the telling of the national
Haitian story. In the same collection, Erin Zavitz traces how in the immedi-
ate aftermath of Dessalines’s assassination early Haitian leaders cast him as a
tyrant. After 1845, Zavitz shows that popular memory led to a resurgence of
public mourning for Haiti’s first national leader and to Dessalines’s eventual
emergence as a Vodou “lwa” (spirits) (225), the only revolutionary leader to
enter the pantheon.
Outside of Haiti as well, others created histories and archives of the
revolution as it occurred and after independence. Dun details how the
near-daily reports of the slave rebellion arriving in Philadelphia by late
1791 provided “options, not acuity” (57) for partisans seeking to interpret
events through their own convictions concerning the limits of liberty and
the future of slavery. By focusing on women of color in eastern Hispaniola,
Nessler shows how individuals needed to create their own archives to pre-
serve their freedom.
In The Haitian Revolution and the Early United States, essays by Ivy G.
Wilson and Drexler and Ed White highlight the close connection between
material produced about (or by) the revolution and the development of
African American aesthetics, with Wilson exploring the iconography of
Toussaint Louverture as a locus of countermemory and Drexler and White
arguing for the importance of Louverture’s constitution as an origin point
for African American literature.
By contrast, the archives Cheney relies on provide a vivid reminder
of the way many members of the French colonial elite viewed the Haitian
Revolution: as a disturbance to their opportunity for profit, a prob-
lem of labor supply, and ultimately a disaster for which losses needed to
be recouped. This is the historiographical school of which Moreau de
Saint-Méry might be considered the founder, preserving information
about the colony’s past exploits for further use in France.9 Cheney adapts
this model by reintroducing the plantation study into French colonial
historiography after a long period out of favor. There are benefits to this
approach, as it allows Cheney to illuminate the link between one estate
and France’s larger economy, as well as the connections between violence,
“characteristic pathologies” (13), and “the patrimonial state” (11) in Saint
Domingue. However, the work’s limitations demonstrate some of the poten-
tial hazards of the wider Haitian turn. Scholars trained in metropolitan
history sometimes neglect to read against the grain of colonial documents
by incorporating the perspectives of historical actors who were present but
silenced. In that vein, the commentary in Cul de Sac is often credulous
9 Moreau de Saint-Méry, Description topographique, ix.
6. 546 william and mary quarterly
toward the remarks of the plantation manager, Jean-Baptiste Corbier,
concerning the enslaved and his colonial rival for power, his employer’s
spouse, Marie-Elisabeth Thimothée Binau. For example, Corbier provides
the enslaved teenager Agathe to his son as a concubine explicitly so the son
would not patronize sex workers. Cheney presents this as the creation of
an “ersatz family contrived by fatherly pimping,” “protection from a more
serious moral evil,” and the dissipation of “tension between father and son”
(99). Binau’s maneuvers against her husband’s philandering, which cost him
a promotion to governor, are regarded as “a precocious sort of Bovaryism”
(138). Scholars of the early Americas have long discussed the potential pit-
falls of using both documents created by enslavers to present the lives of
the enslaved and letters and notes from colonial men to analyze the choices
of colonial women; historians of Europe moving into early American work
should immerse themselves in this literature and engage their own field’s
traditions of “history from below” and gender history to prevent replicating
the ideological frames of colonialism anew.10
Critical analysis of sources’ perspectives and production leads to more
inclusive and more fruitful studies of not just Haiti but also the revolution’s
impact on other Atlantic societies. Many recent studies by American histo-
rians and literary scholars have used responses to the Haitian Revolution to
better illuminate the politics and culture of the early American Republic.
Dun’s work meticulously analyzes how U.S. policy makers and politicians
misread the news and how pundits of the 1790s United States came to place
limits on the universality of liberty; similarly, historians of abolitionism
can study such responses to better trace the transition in the ideological
underpinnings of calls for emancipation by white Americans from natural
rights discourse to economic and racist fears of competition over land and
corruption of the purity of white blood.11 The essays collected by Dillon
and Drexler contribute to this conversation in a variety of ways, including
Cristobal Silva’s exploration of the way white American doctors conflated
national identity and susceptibility to yellow fever; O’Brien’s work on the
importance—and denial—of land grants to free people of color; Peter P.
Reed’s essay on the revolution’s impact on early American performance cul-
ture; and Siân Silyn Roberts’s exploration of cosmopolitanism in Leonora
Sansay’s Secret History.12 Taken together, the essays show how scholars have
incorporated the Haitian Revolution into a long nineteenth century history
10 Victoria Heftler, “The Future of the Subaltern Past: Toward a Cosmopolitan
‘History from Below,’” Left History 5, no. 1 (1997): 65–83 (“history,” 65).
11 Thomas Jefferson, Notes on the State of Virginia (New York, 1998); Eric Foner,
Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War
(New York, 1970); Bethel Saler, The Settlers’ Empire: Colonialism and State Formation in
America’s Old Northwest (Philadelphia, 2014).
12 [Leonora Sansay], Secret History; or, the Horrors of St. Domingo. . . . (Philadel-
phia, 1808).
7. reviews of books 547
of emancipation—demonstrating that the questions of Reconstruction
regarding the distribution of land, legal changes to forced labor, political
representation, and obligations and opportunities for Black artists were
prevalent well before 1865.
Similarly, Latin American historians have long been interested in Haiti
because of its salience for questions regarding race and citizenship and, more
recently, state formation, making new works on early national Haiti critical
contributions to their field. Nessler’s study is part of a new wave of works
in English on eastern Hispaniola in the nineteenth century, indicating the
potential this scholarship has to link events across the island with broader
theories about slavery, civilization, and belonging and with the conceptual
problems of reenslavement.13 Nessler’s effort to reconceptualize the Haitian
revolutionary era “as ending in 1809, not 1804” (192) is less convincing; 1809
was both several years after the declaration of independence and well before
French recognition of Haiti, and the reassertion of Spanish sovereignty
in Santo Domingo that year did not end the threat to the new nation.
Gaffield’s edited collection nicely complements the geographic, thematic,
and personal connections Nessler draws between the Haitian Revolution
and the Hispanophone Caribbean, as its essays cumulatively demonstrate
that Haiti belongs alongside Mexico, Peru, Colombia, Brazil, and other
Latin American polities in the state formation debates concerning oligar-
chies, military rule, “peasant” land ethics, and the state’s role in religion.
Detailing these political debates is a key part of undoing the silencing
of the Haitian Revolution first described by Michel-Rolph Trouillot.14 Not
all these works take up his call to see the revolution through the eyes of the
enslaved as a complex, nuanced political movement. Cheney, for example,
preserves the narrative perspective of the plantation manager attempting to
turn a profit on a sugar plantation despite the chronic absenteeism of the
enslaved (and later the free). The manager’s letters include great detail about
the difficult choices people made concerning where to go during times of
turmoil, war, and food insecurity. Cheney’s analytic focus, however, remains
on the white manager’s desire for a return of the “respect” (189) he felt the
free owed him and on the Ferronnays’ struggle to assemble the paperwork
to claim compensation for their financial losses. The manager recognized
the revolution’s complexity but did not accept the critique of colonial-
ism that was at the heart of the revolution and presented the events as
13 Charlton W. Yingling, “The Maroons of Santo Domingo in the Age of Revolu-
tions: Adaptation and Evasion, 1783–1800,” History Workshop Journal 79, no. 1 (Spring
2015): 25–51; Anne Eller, We Dream Together: Dominican Independence, Haiti, and the
Fight for Caribbean Freedom (Durham, N.C., 2016).
14 For an overview of Michel-Rolph Trouillot’s statement and responses, see Alyssa
Goldstein Sepinwall, “Still Unthinkable? The Haitian Revolution and the Reception
of Michel-Rolph Trouillot’s Silencing the Past,” Journal of Haitian Studies 19, no. 2 (Fall
2013): 75–103. See also Trouillot, Silencing the Past: Power and the Production of History
(Boston, 1995).
8. 548 william and mary quarterly
unfortunate disorder, and Cheney’s analysis follows this lead. Dun, by
contrast, makes the “flatten[ing]” (3) that simplified Black political action
the locus of his analysis, as the subjects of his study do not accept the
complexity of the revolution or its leaders. Federalist authors, he shows,
viewed Louverture as key to containing the “contagion” (164) of revo-
lution, profiting from Saint Domingue, and constraining French ambi-
tion; Republicans developed a colorist schema for foreign revolutionaries,
describing Louverture as too barbaric and too susceptible to “corruption”
(177) by unscrupulous advisers. The political commentators of Philadelphia
sought to simplify Louverture and his later administrations—which they
either appropriated as tools of U.S. ambition or held up as early harbin-
gers of racist caricatures of “Black rule,” rather than trying to comprehend
their political agency. Dun effectively shows how such actions silenced the
revolution.
Several of these works do strive to achieve Trouillot’s vision by exam-
ining the political ideologies and strategies—and not just perspectives—of
participants. Nessler builds on Jane G. Landers’s work on the royalism of
many of the 1791 rebels, providing details on their political allegiances and
their frequent support for local Catholic clergy.15 He also notes that many
of the free people of color who needed to prove their free status were slave
owners themselves, uncovering another path for better-off émigrés out of
revolutionary Saint Domingue and highlighting conflict among the revo-
lutionaries over the question of universal emancipation. Most of the chap-
ters in Dillon and Drexler’s collection focus on the way African Americans
responded to events in Haiti, though Dubois intriguingly portrays how
Frederick Douglass and Haitian statesman Anténor Firmin attempted to
create an ethos of international cooperation despite the power imbalance
between their two countries. On the question of Vodou’s political influence,
Kieran M. Murphy’s essay provocatively places “mesmerism” (153) within
the larger history of transatlantic syncretism and popular religion, though
his endorsement of Franz Mesmer’s claim of responsibility for Haiti’s
independence is less convincing. The Gaffield volume’s essays include
careful analyses of the context and content of the Haitian Declaration of
Independence by Malick W. Ghachem, Philippe Girard, Jenson, and Jeremy
D. Popkin. Most significant, however, might be Jean Casimir’s chapter,
which builds on a long Haitian historiography to examine the development
of the “counter-plantation system” (3) and the effort by most Haitians to
evade and resist plantation labor even before 1804 and then more strongly
15 Jane G. Landers, Atlantic Creoles in the Age of Revolutions (Cambridge, Mass.,
2010), epilogue. For more on priests and rebels in Saint Domingue, see Terry Rey, The
Priest and the Prophetess: Abbé Ouvière, Romaine Rivière, and the Revolutionary Atlantic
World (New York, 2017); Erica R. Johnson, Philanthropy and Race in the Haitian Revolu-
tion (New York, 2018).
9. reviews of books 549
thereafter, as antiplantation ideology pushed many to vote with their feet
against continued sugar production.16 Centering Haitian history once again
on Haitians’ provision grounds, “lakou[s]” (192), and hillside coffee farms
improves our views of the internal dynamics of the revolutionary years,
highlighting the conflict between state and society in the following decades
and calling attention to the development of competing land ethics—a com-
mon experience in the new American states that merits greater comparative
analysis.17 This new scholarship exemplifies the benefits of treating Black
political agency and ideology with nuance and complexity.
As historians and other scholars plumb the archives of colonial, revolu-
tionary, and national Haiti, several lessons become apparent. First, even as
we continue to cite Moreau de Saint-Méry’s description of the colony and
use the archives he partly formed, we need to be cognizant of how colonists’
perspectives have shaped not only the dominant historiography but also the
archives scholars rely upon. To help correct this colonial bias, we can pay
attention to the counternarratives produced by Haitians after 1804, as Daut,
Zavitz, and others do, and continue to develop our own counternarratives.18
Secondly, though James Lockhart’s “law of the preservation of energy of
historians” guarantees that studies focused on colonists will continue as
scholars access the easiest and most abundant archival material, these stud-
ies must engage in critical analysis of whiteness.19 For example, the most
significant early treatments of the Haitian Revolution in the French acad-
emy were critiques of French colonialism that drew on French archives and
devoted the most time to the perspectives and actions of French colonists:
Pierre de Vassière wrote his Saint-Domingue in the early twentieth century
to rebut rosy prognostications of French imperialism under the Third
Republic, while Charles Frostin composed Les révoltes blanches to explore
whether France might have been able to decolonize Algeria (and other
places) while leaving a colonial white elite in place. Despite the weaknesses
16 Franklin Midy, Mémoire de révolution d’esclaves à Saint-Domingue: La traite
négrière transatlantique, l’esclavage colonial, la Révolution de Saint-Domingue et les droits
de l’homme (Montreal, 2006); Michel-Rolph Trouillot, Haiti: State Against Nation: The
Origins and Legacies of Duvalierism (New York, 1990); Michel Hector and Laënnec Hur-
bon, eds., Genèse de l’État haïtien (1804–1859) (Port-au-Prince, 2009).
17 Johnhenry Gonzalez, “The War on Sugar: Forced Labor, Commodity Produc-
tion and the Origins of the Haitian Peasantry, 1791–1843” (Ph.D. diss., University of
Chicago, 2012); Christina Mobley, “The Kongolese Atlantic: Central African Slavery
and Culture from Mayombe to Haiti” (Ph.D. diss., Duke University, 2015). A lakou is a
collection of individual farms and extended family groups.
18 Marlene L. Daut, Baron de Vastey and the Origins of Black Atlantic Humanism
(New York, 2017); Erin Zavitz, “Revolutionary Narrations: Early Haitian Historiogra-
phy and the Challenge of Writing Counter-History,” Atlantic Studies 14, no. 3 (2017):
336–53.
19 James Lockhart, Of Things of the Indies: Essays Old and New in Early Latin Amer-
ican History (Stanford, Calif., 1999), 30.
10. 550 william and mary quarterly
in their work exposed by time, Vassière and Frostin recognized how met-
ropolitan social distinctions collapsed in the colony, a form of the wages of
whiteness.20
Third, many historians still impose an artificially stark division between
Haiti’s colonial and early national periods, but scholars of Haiti can sim-
ilarly learn how to better bridge these gaps by also paying more attention
to the counternarratives, as some edited volumes have done.21 As all of
these works demonstrate, the archives and the literature that would enable
continuous histories extending across Saint Domingue, the revolution, and
Haiti are scattered, and retrieving the perspectives and experiences of the
enslaved is the most difficult task. Relatedly, as Dun, Nessler, and many of
the authors discussed here show, scholars must be cognizant of “the power
imbalances embedded in document collection” and how we can shift our
analytic focus to marginalized individuals.22 Finally, paying close attention
to what the sources include and what they omit will enable us to witness
and analyze the institutions, technologies, movements, and lives Haitians
pursued on their own terms, end the “rhetorically and symbolically incarcer-
ated” state of scholarly and public perceptions of Haiti, and enable a multi-
plicity of stories of Haiti to continue to emerge from the archives.23 It is the
task of historians and other scholars to take the fractured archives of revo-
lution and turn them into the narratives that together present the Haitian
Revolution—particularly the Black political agents at its heart—in full.
20 Pierre de Vaissière, Saint-Domingue: La société et la vie Créoles sous l’ancien régime
(1629–1789) (Paris, 1909); Charles Frostin, Les révoltes blanches à Saint-Domingue aux
XVIIe et XVIIIe siècles (Paris, 1975); W. E. Burghardt Du Bois, Black Reconstruction: An
Essay toward a History of the Past. . . . (New York, 1935); Johnson, Philanthropy and Race
in the Haitian Revolution.
21 Charles Arthur and Michael Dash, eds., A Haiti Anthology: Libète (Princeton,
N.J., 2001); Michel Hector and Laënnec Hurbon, eds., Genèse de l’état haïtien (1804–
1859) (Port-au-Prince, 2009); Alyssa Goldstein Sepinwall, ed., Haitian History: New
Perspectives (New York, 2012).
22 Ashley D. Farmer, “In Search of the Black Women’s History Archive,” Modern
American History (2018): 1–5 (quotation, 4). For the shift in focus, see Marisa J. Fuentes,
Dispossessed Lives: Enslaved Women, Violence, and the Archive (Philadelphia, 2016), 1–12.
23 Ulysse, Why Haiti Needs New Narratives, xxii.