Greg Hurley, Malden High School Social Studies Department
Modern World History, College Prep, Grade 11
Topic: How do the French and Haitian Revolutions both exhibit Social,
Political, and Economic change? A 3 day writing, summative assessment on
student learning of the French and Haitian Revolutions.
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)
 RH. 12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
 WHST.11-12.1 Write arguments focused on discipline-specific
content.
Objectives:
 Students will define Social, Economic, and Political change
 Students will identify examples of Social, Economic and Political change in both the Haitian and
French Revolutions
 Students will analyze evidence to prove how both France and Haiti experienced Social, Economic
and Political change during each respective Revolution
 Students will brainstorm and organize content as a pre-writing strategy
 Students will construct an essay explaining change during the French and Haitian Revolutions
Day 1:
Activities & Strategies:
Do Now: As best as they can, students should identify what they think is meant by the following
terms: Political, Social, Economic
1. Direct Instruction & Modeling/Class Notes:
o Students pair/share their responses, and their definitions are placed on the ENO board.
o Revise: Students use www.Vocabulary.com to look up each and alter their definitions in
their notebooks.
o Then the students construct a three column graphic organizer, with each of the three
terms from the DO NOW at the top of one column.
o Modeling/Think Aloud (I Do)– Instructor asks students to find events from the French
Revolution by looking back at their notes from previous classes. Selected student
shares event and instructor classifies event as: Social, Economic, or Political, then
justifies why it goes in that column, using persuasive techniques. Instructor utilizes
definitions from the DO NOW as the basis for justification.
o As instructor models, students should be copying down exactly what instructor
says/does.
o Students then pair/share with each other to explain what they are supposed to do, based
upon instructor modeling.
2. Guided & Independent Work:
o (We do): Students will classify another event from the French Revolution (using their
notes), using the formula that they copied from the instructor during the modeling
portion of the lesson.
o Students will pair/share both the events and their justification as to why it belongs in the
column it is in. This will then be shared with the class and put on the ENO board.
o (You do): Students will work independently, with periodic pair/share check-ins, to classify
another 4 events into their graphic organizers, to classify a total of six events on their
graphic organizers, two in each of the columns.
o Students will pair/share the remainder of their work and edit/revise their work in order to
ensure accuracy.
4. Closure (Sharing/Re-teaching): Students will share their graphic organizers with each other
and review all work with one another to ensure understanding. Graphic Organizers will be
turned into instructor as they leave to ensure understanding.
5. Homework: Students will read a short introduction to the Haitian Revolution
Day 2:
Activities & Strategies:
Do Now: With a partner, students summarize what they learned about the Haitian Revolution
from their reading and marking up the previous night for homework.
1. Direct Instruction & Modeling/Class Notes:
o Students pair/share their responses, and their summaries are placed on the ENO board.
o Revise: Students update summaries, based upon what they see/hear each other say.
o Students construct another three column graphic organizer (similar to that which was
constructed on Day 1) with a column for each: Political, Economic, Social.
o Instructor reviews what is meant by the three terms by having students re-write
definitions from previous day’s lesson on top of each column.
o Students will be learning about Haiti independently today, using web resources to find
events and summarize what happened at each event. These events will be classified to
fit into the three categories listed above.
2. Guided & Independent Work:
o . Inquiry Based Learning – Instructor asks students to find events from the Haitian
Revolution by exploring websites dedicated to the Haitian Revolution (websites provided
below). As they read about events of the Haitian Revolution, each student classifies the
event as: Social, Economic, or Political, then justifies why it goes in that column, using
persuasive techniques.
o Each student is responsible for finding three events, one for each column.
o Students then pair/share with each other to determine validity of classification, and to
correct errors in their work.
o By the end of the class period students should have at least three events listed in their
new graphic organizer.
3. Closure (Sharing/Re-teaching):
o Students look back at the summaries they wrote at the beginning of class and add 3-4
more sentences to those summaries based upon what they learned as a result of their
online reading and research.
4. Homework:
o Students will receive their French Revolution graphic organizers back from instructor and
in conjunction with those they created today, will look at the events and explain how it is
an example of change, by explaining circumstances in each country before the event and
after the event.
Day 3:
Activities & Strategies:
Do Now: Students respond – How does the word “change” play a role in Revolutions?
1. Direct Instruction & Modeling/Class Notes:
o Students pair/share their responses, and their responses are placed on the ENO board.
o Revise: Students update responses, based upon what they see/hear each other say.
o Instructor explains that students will be creating an outline to use for writing a multiparagraph essay during the next class period.
o Instructor reviews what is meant by the three terms: Political, Economic, and Social and
explains the role of each in a revolution.
o Modeling / Think Aloud: Instructor shows students how to set up graphic organizer for
outline of essay, with each of the three columns be represented by half the page, as
well as a space for an introduction and conclusion
o Instructor hands out essay rubric and students read the essay question:
Explain how “revolution” impacted the Political, Economic, and Social
changes in France and Haiti.
o Instructor has students write a thesis statement in response to this question.
o Students pair/share
o Instructor illustrates how to complete an introductory paragraph using
outlining technique. Students then complete the same task using what they
know about both France and Haiti.
o Students choose three events from French revolution (one for each category) and
three events from the Haitian Revolution using their work from the previous two class
periods to help them identify the events.
o Instructor elicits one event from French Revolution and on ENO board illustrates how
to analyze event in order to tie in with thesis statement. Students copy outlining
technique as instructor illustrates.
2. Guided & Independent Work:
o Independent Outlining – Students spend the remainder of the period identifying events,
explaining pertinent background information, and analyzing event in order to prove how
each is an example of Political, Social or Economic change.
o Students work the rest of the period outlining each paragraph such that it can be written
as a formal essay in class on Day 4.
o By the end of the class period students will have completed an outline of an essay.
3. Closure (Sharing/Re-teaching):
o Students look back at the introductory paragraph they wrote at the beginning of class and
re-phrase those ideas to summarize the main points in their thesis statements based
upon what they included in their outlines.
Day 4:
Activities & Strategies
Students will use this entire class period to type up their essays. They may use their outlines to
help them type the essay but may not use any other materials.
If the essay is not completed within the time allotted, all students will be given time after school to
complete the essay, to accommodate students with IEP’s. In addition students may finish their
essay during a study period, but it must be done in school in front of the instructor to ensure
equity of access.
Materials/Rubrics
All student resources and lesson information for Day 2 on Haiti and writing the essay was
provided to them at the following link:
http://hurleyworldhistory.wikispaces.com/The+French+Revolution+and+Napoleon
Text below:
The Haitian Revolution - a nation born from Slave Revolt
Begin by reading the following document and marking it up online:
The Haitian Revolution.docx
Easiest way to mark up online would be to use www.crocodoc.com.
You should embed or link your marked up document to your Revolutions page on your virtual
notebook. Once you have marked up the document you should summarize the Main Idea of this
document under it in your virtual notebook.
Once this is done you should get right to work on your timeline below, in which you identify how
each event should be categorized: Social, Political, or Economic and why it belongs there.
Timeline of events in Haiti:
Today you will be constructing a timeline and a three column organizer on the HAITIAN
Revolution, just as you did for the events of the French Revolution.
You should examine the following websites (it would work best if you follow them in order) to
learn about the events of the Haitian Revolution. You should identify events, put them into one of
the three categories (Social, Political, Economic) and identify what happened at the event and
why it belongs in the category you chose. You should then put it on a timeline.
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Good start: http://www.pbs.org/wgbh/aia/part3/3p2990.html
Intro to L’Ouverture: http://www.pbs.org/wgbh/aia/part3/3h326.html
Further thoughts on L’Ouverture: http://www.pbs.org/wgbh/aia/part3/3i3130.html
Retaliation in France: http://www.pbs.org/wgbh/aia/part3/3h90.html
Overview of the Haitian Revolution(with timeline of
events): http://www.clas.ufl.edu/users/dgeggus/htnrevn.htm
The reason for doing is because you will be writing an essay in which you examine change
(political, social, economic) in both the French and Haitian Revolutions. Here is the essay
question you'll be answering (we'll be preparing to write next week and writing the essay in class):
Explain how "revolution" impacted the political. social, and economic changes in France
and in Haiti.
Here is the rubric on how you will be graded. Make sure to use it to help you write your
best essay. You should strive to meet the criteria laid out in the "4" column:
Comparative%20Essay%20Rubric%20%20French%20and%20Haitian%20Revolution[1].doc
You will need your work from this classwork today in order to complete the writing next week.
This will be worth a quiz grade (pre-writing) multiple classwork grades, and a test grade.
Additional websites that you can look at for additional information:
LOC search results: 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
Watch the PBS Documentary – youtube: http://topdocumentaryfilms.com/haitian-revolutiontoussaint-louverture/