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Examining the French and Haitian Revolutions
Lesson Plan
Title: Student Inquiry – The Haitian Revolution
Course: Modern World History
Grade: 11th
Objectives: Students will:
1. Know the causes and outcomes of the French and Haitian Revolutions
2. Be able to examine images to extract historical meaning
3. Identify key terms and events from the French and Haitian Revolutions
4. Be able to analyze sources and organize their thoughts using graphic organizers
5. Summarize their findings in a written essay
MA Curriculum standards:
WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E)
WHII.4 Summarize the major effects of the French Revolution. (H)
WHII.16 Identify the major developments of Latin American history to the early 20th century. (H, E)
Procedure (Day 1):
Prior to this lesson the students will have completed a unit studying the French Revolution’s origins,
including the political, social and economic issues that eventually helped contribute to the outbreak of
revolution. Students have been assessed for knowledge and understanding through an exam and have
demonstrated their comprehension by completing a graphic organizer outlining three examples of
change for each theme of the causes of the revolution.
DO NOW:
1. Students should be directed to go to the website containing instructions for the day and the
week (e.g. Google Docs).
2. To engage students and make a connection to previous work, have students respond to an
image from the Haitian Revolution:
 This engraving is entitled "Revenge taken by the Black Army for the Cruelties practised on
them by the French."
 What are your thoughts on it?
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3. Students should respond by adding a comment to the image. After they have responded, have
the students respond to three of their classmates’ comments on the image.
4. Inform students that they will be completing independent research on the Haitian Revolution
using laptops.
Mini-Lesson:
1. Have students read the information provided at
http://thelouvertureproject.org/index.php?title=A_Haitian_Revolution_Primer
2. After students have examined the timeline, direct them to a list of additional web resources and
explain that their assignment for the day is to compile a list of 20 key terms and people from
the Haitian Revolution. Remind students that key terms must have a student-created definition.
http://www.pbs.org/wgbh/aia/part3/3p2990.html
http://www.pbs.org/wgbh/aia/part3/3h326.html
http://www.pbs.org/wgbh/aia/part3/3i3130.html
http://www.pbs.org/wgbh/aia/part3/3h90.html
http://www.clas.ufl.edu/users/dgeggus/htnrevn.htm
http://lcweb2.loc.gov/cgi-bin/query/r?frd/cstdy:@field(DOCID+ht0017)
http://scholar.library.miami.edu/slaves/san_domingo_revolution/revolution.html
http://scholar.library.miami.edu/slaves/san_domingo_revolution/individual_essay/jason.html
http://scholar.library.miami.edu/slaves/san_domingo_revolution/individual_essay/david.html
http://topdocumentaryfilms.com/haitian-revolution-toussaint-louverture/
3. Students can use any resource they like to create their key terms, including writing in their
notebooks/binders, creating a Google Doc, creating and e-mailing a word document to
themselves, etc.
4. Give students the timeline of research and work produced for the week:
 At least 20 Key Terms and People, with definition and explanation of significance to
Haitian Revolution (Due Tuesday)
 Completed Graphic Organizer on how “Revolution” impacted political changes, social
changes, and economic changes in Haiti (Wednesday)
 Outline for Essay: Explain how "Revolution" impacted the political. social, and
economic changes in France and in Haiti (Thursday)
 In-Class Essay on FRIDAY
5. Give students access to or a copy of the rubric for the essay.
6. Explain that the sum of all assignments will be used as an assessment.
Class Notes:
1. Assist students with any questions they have throughout their research.
2. As students create their lists, check with students by asking them to share a key term or person
with the class and explain their response.
3. Wrap-Up: To conclude the lesson and check for student understanding ask individual students
directed questions that review the material learned and ensure students are aware of at least ten
similar key terms and people.
Homework:
1. Students should complete the “Significance” column for their Key Terms to be checked
tomorrow.
2. Have students share their work electronically if applicable.
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Assessment: Students will be assessed for content understanding during the class discussions, during
walkthroughs with a clipboard, and through their completed Key Terms assignment.
Procedure (Day 2):
Students have created a list of key terms and people through their independent research into the Haitian
Revolution. Students have also demonstrated their comprehension of the causes and outcomes of the
French Revolution by completing a graphic organizer outlining three examples of change for each of
the political, economic, and social causes of the revolution.
DO NOW:
1. Students should be directed to the website containing instructions for the day and the week (e.g.
Google Docs).
2. To engage students and make a connection to previous work, have students pair/share their key
terms with each other and have a mini-discussion about their research so far.
3. Inform students that they will be continuing their research on the Haitian Revolution using
laptops.
Mini-Lesson:
1. Remind students of the useful websites to continue their research
http://thelouvertureproject.org/index.php?title=A_Haitian_Revolution_Primer
http://www.pbs.org/wgbh/aia/part3/3p2990.html
http://www.pbs.org/wgbh/aia/part3/3h326.html
http://www.pbs.org/wgbh/aia/part3/3i3130.html
http://www.pbs.org/wgbh/aia/part3/3h90.html
http://www.clas.ufl.edu/users/dgeggus/htnrevn.htm
http://lcweb2.loc.gov/cgi-bin/query/r?frd/cstdy:@field(DOCID+ht0017)
http://scholar.library.miami.edu/slaves/san_domingo_revolution/revolution.html
http://scholar.library.miami.edu/slaves/san_domingo_revolution/individual_essay/jason.html
http://scholar.library.miami.edu/slaves/san_domingo_revolution/individual_essay/david.html
http://topdocumentaryfilms.com/haitian-revolution-toussaint-louverture/
2. Explain that today students will be using their key terms and their additional research to
complete a graphic organizer similar to the one they completed for the French Revolution. The
Graphic Organizer should have an example to give students a model of what is expected of
them and should be written on how “Revolution” impacted political changes, social changes,
and economic changes in Haiti
3. Students can use any resource they like to create their graphic organizer, including writing in
their notebooks/binders, creating a Google Doc, creating and e-mailing a word document to
themselves, etc.
4. Give students the timeline of research and work produced for the week:
 At least 20 Key Terms and People, with definition and explanation of significance to
Haitian Revolution (Due Tuesday)
 Completed Graphic Organizer on how “Revolution” impacted political changes, social
changes, and economic changes in Haiti (Wednesday)
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
Outline for Essay: Explain how "Revolution" impacted the political. social, and
economic changes in France and in Haiti (Thursday)
 In-Class Essay on FRIDAY
5. Refer students to the rubric for the essay.
6. Explain that the sum of all assignments will be used as an assessment.
Class Notes:
1. Assist students with any questions they have throughout their research.
2. As students create their graphic organizers, check with students by asking them to share a
political, economic, or social change with the class and explain their response.
3. Wrap-Up: To conclude the lesson and check for student understanding ask individual students
directed questions that review the material learned and ensure students are aware of at least one
similar change for each category.
Homework:
1. Have students write a one paragraph summary of the graphic organizer they created.
2. Have students share their work electronically if applicable.
Assessment: Students will be assessed for content understanding during the class discussions, during
walkthroughs with a clipboard, and through their completed graphic organizer.
Procedure (Day 3):
Students have created a list of key terms and people through their independent research into the Haitian
Revolution. Students have also demonstrated their comprehension of the causes and outcomes of the
French Revolution by completing a graphic organizer outlining three examples of change for each of
the political, economic, and social causes of the revolution. In addition, students have completed a
similar graphic organizer using their research into the Haitian Revolution
DO NOW:
1. Students should be directed to the website containing instructions for the day and the week (e.g.
Google Docs).
2. To engage students and make a connection to previous work, have students write down one
similarity and one difference they have discovered between the Haitian and French Revolutions
3. Inform students that they will begin the process of communicating their research today by
writing an outline for their essay.
Mini-Lesson:
1. Explain that today students will be using their key terms and both of their graphic organizers to
create an outline for the essay they will write in class tomorrow. Model what is expected of
them in their outline and be sure all students understand the purpose of the outline as an
organizational tool.
2. Students can use any resource they like to create their outline, including writing in their
notebooks/binders, creating a Google Doc, creating and e-mailing a word document to
themselves, etc.
3. Remind students the timeline of research and the work they produced for the week:
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
At least 20 Key Terms and People, with definition and explanation of significance to
Haitian Revolution
 Completed Graphic Organizer on how “Revolution” impacted political changes, social
changes, and economic changes in Haiti AND Completed Graphic Organizer on how
“Revolution” impacted political changes, social changes, and economic changes in
France
4. Explain to students that they should use this all of their notes from their research to complete to
the outline and be sure to allow for additional time to research for those students that need it.
5. Refer students to the rubric for the essay.
6. Explain that the sum of all assignments will be used as an assessment.
Class Notes:
1. Assist students with any questions they have while they write their outline.
2. As students create their outlines remind them that these are not first drafts of their essays.
Rather, they are to be used as guides to help them write their essay and to organize their
thoughts before simply getting into the process of writing the essay.
3. Wrap-Up: To conclude the lesson and check for student understanding ask individual students
directed questions that review the material learned and ensure students are aware of at least one
similar change for each category.
Homework:
1. Have students write a thesis statement that clearly shows their argument for their essay.
2. Have students share their work electronically if applicable.
Assessment: Students will be assessed for content understanding during the class discussions, during
walkthroughs with a clipboard, and through their completed outline.
Procedure (Day 4):
Students have created a list of key terms and people through their independent research into the Haitian
Revolution. Students have also demonstrated their comprehension of the causes and outcomes of the
French Revolution by completing a graphic organizer outlining three examples of change for each of
the political, economic, and social causes of the revolution. In addition, students have completed a
similar graphic organizer using their research into the Haitian Revolution as well as an outline to guide
them in their essay-writing.
DO NOW:
1. Students should hand in all work completed this week if they have not already done so, and
begin writing the essay using only the outline created in class and the rubric for the essay.
Assessment: Students will be assessed for content understanding through an examination of their final
work product, including key terms, graphic organizers, a completed outline and a first draft essay.