Lesson Name (Unit # 7 Revolutions and Rebellions )
1 Day
Learning Target Objective(s)
 Students will be able to analyze the influence previous
revolutions had on the Haitian Revolution.
 Analyzing change over time, historical causation,
contexualization.
Lesson Essential Question
Mr. Huffstetler
World History
Instructional Materials &
Resources
 Computer
 Speakers
 Smartboard
 Website links
 Paper
 How did previous revolutions influence the Haitian
Revolution?
Plan of Instruction
Activity
Pre-Lesson
(Prior Knowledge &
Content)
Description of Activities/Setting
 At the beginning of class, I will ask the
question “Did the French Revolution
have any effect on slavery?” I will
allow students to answer the question
and we will have a brief class
discussion about the question. This
question gets the
 This connects to previous lessons
because we would have just done the
lesson on the French Revolution prior
to this lesson and would get them to
think about that lesson and begin to try
and make a connection to this lesson.
Purpose (Rationale)
This pre-lesson activity
gets the students attention
by getting them to think
about previous lessons
and answering a question
using their knowledge
from those lessons. I am
looking to see if students
know anything about the
Haitian Revolution and its
connection with the
French Revolution.
However, I do not expect
the students to connect the
French Revolution to
slavery via the Haitian
Revolution because that
was not covered in the
French Revolution lesson.
Students will benefit from
this activity by critically
thinking about the
previous lesson and after
the lesson, the students
will have learned that
there is a connection
between the French
Revolution and slavery.
Acquisition /
Teacher Input
(Establish objectives,
set learning
parameters)
 After the opening question discussion,
I will inform the students that the
French Revolution did have a
significant effect on slavery and
resulted in a slave rebellion known as
the Haitian Revolution.
 The students will listen to a podcast
discussion about the Haitian
Revolution, which provides
information about the revolution and its
background. Link for podcast attached
below. The student will be advised to
take notes on the podcast, and I will
stop the podcast at certain intervals,
asking the students to answer a
question relating to that section of the
podcast and noting that the question I
ask should be something that the
students write down because it is
important to understand.
Extending &
Refining
(Guided Practice)
 The class will be broken into four
groups. Each group will be given a
social group from Saint Dominque.
The four groups are whites (one group
looking at plantation owners, the other
group looking at petit blanc aka whites
who were not plantation owners),
Mullatoes or free slaves, and slaves.
The four groups will be required to
research their group, finding
information about their circumstances
and condition prior to the French
Revolution, explain how the French
Revolution brought about changes for
this group, and the groups condition or
status after the Haitian Revolution. The
students will create a timeline map
demonstrating the changes over time of
their group and will present to the
class.
This lesson focuses on
how revolution and new
thoughts and ideas in one
area can affect other
places. This lesson also
addresses the theme of
social discourse and race.
This activity provides the
information so that the
students understand what
the Haitian Revolution
was and have knowledge
of the area prior to the
Revolution. This activity
clearly explains the
revolution and its causes.
Through this activity,
students will be able to
conduct their own
investigation into a
specific class of Saint
Dominque, learning about
their changing conditions
from prior to the French
Revolution through the
end of the Haitian
Revolution. This activity
will allow students to
explore change over time
of a specific group in a
specific area and how
events from other parts of
the world can have a
significant impact other
places. Students will be
working together and
through the activity will
be able to explore
questions about the
Haitian Revolution by
Adjusting/ReCentering
(Assessing student
progress,
adjustments)
Extending &
Refining II
(Independent
practice)
Closure
(Student-driven,
teacher directed
close to lesson)
understanding the
complex social
environment.
 If adjustment is necessary, students can If students seem unsure
about the lesson or cannot
read about the Haitian Revolution two
different websites explaining the event. make a connection
between the French
Websites attached below. Suggest the
Revolution and the
lesson plan website first, because it
provides a timeline of events about the Haitian Revolution then
adjustment will be
Haitian Revolution, and includes
necessary. Also if students
events from the French Revolution as
seem to not understand
well that help show the connection
the class or society issues
between the two revolutions and how
that resulted in the Haitian
the actions in the French Revolution
Revolution, which will be
impacted the Haitian Revolution.
clear if their presentations
are inadequate or
confusing, then
adjustment will be
required.
Students will write a brief essay (no
Students will be writing
requirement, just enough to answer the an essay that requires
question) using complete sentences to
them to demonstrate their
answer the prompt: Explain how the
understanding of the
Haitian Revolution was influenced by
lesson and the importance
previous revolutions and explain the
of the Haitian Revolution.
significance of the Haitian Revolution. Students will be working
independently on this
task. Students will
demonstrate their ability
to answer the LEQ if they
can successfully answer
the prompt of the essay
using examples to
strengthen their argument.
Historical thinking skills
will be used when making
a connection from
previous lessons and parts
of history and how it
connects and influences
this event.
 The students will watch a Crash Course The video will provide a
visual summation of what
World History video on the Haitian
we learned in class for the
Revolution. After the video is over,
day. The exit ticket will
students will have an exit ticket to
answer. The question for the exit ticket
is: Are there any connections between
previous revolutions we discussed in
class and the Haitian Revolution?
gauge whether students
learned the material and
can answer a question that
will demonstrate if they
know how to answer the
lesson essential question.
The exit ticket makes
students connect this
lesson to previous
connections and be able to
see how other revolutions
influenced this one.
Assessments
Formative Assessments
 The formative assessment for this lesson
comes from the group work and
presentation. I will be walking around the
room monitoring the students and answering
any questions if needed. I will be looking
for students to research their topic, find
information, create questions and have
conversations about found material, and be
able to synthesize material into a timeline
that demonstrates the change for their topic
over a certain period. After each group has
presented, I will provide verbal feedback
about how the group did, if their timeline
was sufficient, and if there is anything that
needed to be added or made clear to the
class that I feel is necessary for them to
know and was missed by the group
presenting.
Summative assessment
 The summative assessment for this lesson
is the essay that students will complete
individually following the lesson. The
assessment will require students to
demonstrate their understanding of the
event and how other events influenced and
impacted this one. Students will also have
to create an argument to answer the
prompt, and is strengthened by examples
and evidence. The essay will require
students to utilize the historical thinking
skill of historical causation.
Key People – Events – Groups - Terms
 Saint Dominque
 Slaves
 White Plantation Owners
 “Liberty, Equality, and
Fraternity”
 Mulattos
 Toussaint l’Overture
 Petit blancs
 Jean-Jacques
Dessalines
 Emancipation Decrees
Concepts & Themes
 Race
 Social Structure
 Economic system
 Social Change
Lesson Vocabulary
 Liberty
 Mulatto
 Emancipation
 Decree
Correlations: State
NC Essential Standards
 Primary: WH.H.6.2 Analyze political
revolutions in terms of their causes and
impact on independence, governing
bodies and church-state relations. (e.g.,
Correlations: National
Common Core & C3 Framework
 CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and
phrases as they are used in a text, including
Glorious Revolution, American
Revolution, French Revolution, Russian
Revolution, Haitian, Mexican, Chinese,
etc.).
 Secondary: WH.H.6.1 Explain how new
ideas and theories of the universe altered
political thought and affected economic
and social conditions (e.g., Scientific
Revolution, Enlightenment, rationalism,
secularism, humanism, tolerance,
empiricism, natural rights, contractual
government, laissez-faire economics,
Bacon, Descartes, Galileo, Newton,
inductive and deductive reasoning,
heliocentric, inquisition, woks of Locke,
Montesquieu, Rousseau, Bolivar,
Jefferson, Paine, Adam Smith, etc.).
vocabulary describing political, social, or
economic aspects of history/social science.
 D2.His.2.9-12. Analyze change and
continuity in historical eras.
 D2.His.4.9-12. Analyze complex and
interacting factors that influenced the
perspectives of people during different
historical eras
 D2.His.14.9-12. Analyze multiple and
complex causes and effects of events in the
past.
Research Notes & Sources (Citations)




Podcast of Haitian Revolution: http://15minutehistory.org/2013/02/06/episode-11-thehaitian-revolution/
Adjustment website explaining Haitian Revolution: http://www.blackpast.org/gah/haitianrevolution-1791-1804
Adjustment website explaining Haitian Revolution (This is a lesson plan on the Haitian
Revolution, but has a really good and helpful timeline that would benefit students):
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Haitian_Revolution.pdf
Closing Video Crash Course World History Video about Haitian Revolution:
https://www.youtube.com/watch?v=5A_o-nU5s2U
This template is a modification of the North Carolina Secondary Social Studies Lesson Plan
Template (“the six-point lesson plan”)
Haitian Revolution Lesson Notes
--Saint Dominque (later to be known as Haiti) was a French Colony and during the 18th century,
and was France’s wealthiest colony producing sugar, coffee, indigo, and cotton. Production of
these goods was done by a large enslaved force.
--Social Classes in SD: 1. Whites: Broken into two distinct categories. Grand Blancs (plantation
owners) who ran plantations and had significant wealth and influence, and Petit Blancs (artisans,
shopkeepers, teachers). Whites totaled around 40,000. 2. Free slaves or Mulattoes: Mulattoes are
persons with mixed black and white ancestry and in this case usually parents. Mulattoes were
often wealthier than the petit blancs. This group made up about 30,000 of the population. 3.
Slaves: slaves made up the largest portion of the population, around 500,000, and were treated
harshly and had held riots prior to 1791.
--Influence from French Revolution: French Revolution ideas about equality and liberty and the
“Declaration of the Rights of Man” influence slaves to rise and begin a slave revolt. Another
conflict comes when France called for “local proprietors” to be active citizens. This allowed the
white plantation owners and the mulattoes to participate in government, but excluded the whites
who did not own a plantation. This situation caused a three-way civil war in Saint Dominque that
occurred at the same time of the slave revolt.
--Haitian Revolution: August 21, 1791, slaves led by former slave Toussaint L’Overture rise up
against planters. Slave rebellion saw success and by 1792, the slave rebellion had control of one
third of the island. France sent in troops in an effort to suppress the rebellion, as did British
forces in 1793 in an effort to take the island but both forces were defeated by the slave force. The
Haitian Revolution outlasted the French Revolution as Napoleon Bonaparte took control of
France and ordered his brother-in-law General Charles Leclerc with over 40,000 troops to end
the revolution, restore French rule, and capture L’Overture. The French forces were able to
capture L’Overture who was sent to France where he died in 1803. However, this did not end the
slave revolution, as one of L’Overture’s generals Jean-Jacques Dessalines, also a former slave,
led the slave force at the Battle of Vertieres where French forces were defeated. This led to
Dessaline declaring the nation independent and renaming it Haiti on January 1, 1804. France was
first nation to recognize Haiti’s independence.
--Haitian Revolution Impact: The Haitian Revolution is significant because it was a successful
attempt of slaves gaining their independence through force and becoming a country. Haiti was
the second country (first was United States) in the western hemisphere to gain their
independence from a major European power. Also important because the revolution instilled fear
in other countries, like the United States, who had large slave numbers and did not want the same
thing to occur, and this is one reason why the United States did not recognize Haiti’s
independence until 1862. Haitian Revolution was also significant because the struggle to keep
the colony and its failure made Napoleon dislike having colonies and in 1803 stated, “Damn
sugar, damn coffee, damn colonies.” In 1803, in part from the struggle to maintain colonies and
because of a need for money, Napoleon sold territory in North America to the United States that
was known as the Louisiana Purchase. The Haitian Revolution is also significant because it
demonstrates how other countries or areas were inspired by the events of the American and
French Revolution, and had even taken slogans from the American Revolution in their
proclamations.
Questions for students during Podcast:
Question 1. Stop podcast at 2:10. What was the significance of the Haitian Revolution?
Question 2. Stop podcast at 6:45. What was life like for slaves on Haiti? What was the social
situation in Haiti prior to the Haitian Revolution?
Question 3. Stop podcast at 9:21. How did the Haitian Revolution ultimately begin? What issues
were happening in Haiti that led to the slave revolt?
Question 4. Stop podcast at 10:23. From what we have just heard, did the beliefs of the French
Revolution of equality, liberty, and Fraternity extend to slaves?
Question 5. End podcast at 13:25. In what ways did the Haitian Revolution reflect ideals or
themes from the American Revolution or French Revolution?
Haitian Revolution Assessment Samples
Formative Assessment:
The formative assessment for this lesson comes from the group work and presentation. I will be
walking around the room monitoring the students and answering any questions if needed. I will
be looking for students to research their topic, find information, create questions and have
conversations about found material, and be able to synthesize material into a timeline that
demonstrates the change for their topic over a certain period. After each group has presented, I
will provide verbal feedback about how the group did, if their timeline was sufficient, and if
there is anything that needed to be added or made clear to the class that I feel is necessary for
them to know and was missed by the group presenting.
Summative Assessment:
The summative assessment for this lesson is the essay that students will complete individually
following the lesson. The assessment will require students to demonstrate their understanding of
the event and how other events influenced and impacted this one. Students will also have to
create an argument to answer the prompt, and is strengthened by examples and evidence. The
essay will require students to utilize the historical thinking skill of historical causation. This is a
brief essay and will be scored on a point scale from 0 to 3. A zero essay is an essay that is not
turned in or does not connect the French or American Revolution to the Haitian Revolution. A 1
essay includes a connection from either the French Revolution or the American Revolution, but
not both, and does not provide any examples or evidence to support the connection. A 2 essay
connects the Haitian Revolution to either the French Revolution or the American Revolution, but
not both, but provides examples or evidence for how that revolution influenced or impacted the
Haitian Revolution. A 3 essay includes connections between both the French Revolution and the
American Revolution and provides examples or evidence to support the answer.