Haitian Revolution/History/Amin

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Haitian Revolution DBQ [KEEP SAFE!!!]

This document holds all of the materials you will need to complete your DBQ for Unit 2. Use the
following bookmarked links/sections to complete activities when instructed to in class.

Bookmarks (if online, click on the underlined blue name - that is the link):
1. Key Resources (Prompt+Rubric)
2. Sources and Notecatchers
3. Bucketing
4. Thesis Formation
5. Outline
6. Final DBQ
Key Resources (Prompt+Rubric)
Prompt: To what extent was the Haitian Revolution a global event?
● Put the prompt in your own words here:

DBQ Rubric: Final drafts of DBQs are mastery assignments worth 24 points. This rubric is used
to evaluate them. You should use it to check yourself as you write and before submitting to
ensure you meet expectations.
4 3 2 1
Student includes all of the Student includes two of the Student includes one of the Student does not include an
Introduction following elements: hook, following elements: hook, following elements: hook, introduction
background knowledge, and background knowledge, and background knowledge, and
thesis with roadmap thesis with roadmap thesis with roadmap
Student uses evidence in all Student uses evidence in two Student uses evidence in one Student does not use
Evidence three body paragraphs body paragraphs body paragraph evidence
Student clearly connects their Student clearly connects their Student clearly connects their Student does not connect
Argument evidence to their argument in evidence to their argument in evidence to their argument in their evidence to their
all three journal entries all two body paragraphs one body paragraph argument or does not use
evidence
Student includes all of the Student includes two of the Student includes one of the Student does not include a
Conclusion following elements in their following elements in their following elements in their conclusion
conclusion: restatement of conclusion: restatement of conclusion: restatement of
thesis, counter argument, and thesis, counter argument, and thesis, counter argument, and
ending statement (mic drop) ending statement (mic drop) ending statement (mic drop)
Student has clearly formatted Student may be missing one Student may be missing two Student has not correctly
Format their response into an of the key parts of an essay or more of the key parts of an formatted their essay
introduction, three body (introduction, three body essay (introduction, three
paragraphs, and conclusion paragraphs, and conclusion) body paragraphs, and
conclusion)
Student includes claims at the Student includes claims at the Student may not include Student does not include any
Mechanics beginning of each body beginning of each body claims at the beginning of claims at the beginning of
paragraph and makes very paragraph, but makes many each body paragraph and may each body paragraph and/or
few grammatical errors grammatical errors make many grammatical has many grammatical errors
errors

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 Sources and Notecatchers
Directions:
1. Read the following sources.
2. Complete the notecatcher that follows each document. These will act as your annotations
as well.
*Note: Sources were compiled from the following resources: Corburn, StudyLib, and the
University of Texas. Individual sources’ citation information are included with each document.

Document 1
Source: Declaration of the Rights of Man and Citizen, 1789 Marquis de Lafayette (and
Thomas Jefferson). Source has been adapted for brevity and clarity.

-Men are born and remain free and equal in rights; social distinctions may be based only upon
general usefulness.
-The aim of every political association [government] is the preservation of the natural and
inalienable rights of man; these rights are liberty, property, security, and resistance to
oppression.
-The source of all sovereignty [freedom] resides essentially in the nation; no group, no
individual may exercise authority not emanating expressly therefrom.
-Since property is a sacred [holy] and inviolate [cannot be violated] right, no one may be
deprived thereof [deprived of it] unless a legally established public necessity obviously
requires it, and upon condition of a just and previous indemnity [property cannot be taken
away without reason and if it is the owner must be paid a fair price].

Document 1 Notecatcher
Is this a primary or secondary source?

Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

2
What are the most important details from this text? (Copy Quotes)

What is the key takeaway/main idea of this text?

Document 2
Source: French Code Noir (Black Code). Written by King Louis XIV in 1685. French legal
code for the regulation of slavery in the West Indies, including Hispaniola. Source has been
adapted for brevity and clarity.

Article XII. Children born from marriages between slaves shall be slaves, and if the
husband and wife have different masters, they shall belong to the masters of the female
slave, not to the master of her husband.

Article XVI. We also forbid slaves who belong to different masters from gathering, either
during the day or at night, under the pretext (supposed reason) of a wedding or other
excuse, either at one of the master’s houses or elsewhere, and especially not in major
roads or isolated locations. They shall risk corporal (physical) punishment….

Article XLII. The masters may also, when they believe that their slaves so deserve, chain
them and have them beaten with rods or straps. They shall be forbidden however from
torturing them or mutilating any limb, at the risk of having the slaves confiscated and
having extraordinary charges brought against them….

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 Document 2 Notecatcher
Is this a primary or secondary source?

Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

What are the most important details from this text? (Copy Quotes)

What is the key takeaway/main idea of this text?

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 Document 3

Document 3 Notecatcher
Is this a primary or secondary source?

Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

5
What are the most important details from this text? (Write details from image)

What is the key takeaway/main idea of this text?

Document 4

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 Document 4 Notecatcher
Is this a primary or secondary source?

Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

What are the most important details from this text? (Copy Quotes)

What is the key takeaway/main idea of this text?

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 Document 5

Document 5 Notecatcher
Is this a primary or secondary source?

Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

8
What are the most important details from this text? (Copy Quotes)

What is the key takeaway/main idea of this text?

Document 6

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 Document 6 Notecatcher
Who is the author? Do they seem credible? Do they seem reliable? What is their bias?

What is the author’s point-of-view?

What are the most important details from this text? (Copy Quotes)

What is the key takeaway/main idea of this text?

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 Bucketing
Directions: Use your source notecatchers to complete the following activity.

Bucketing involves identifying themes/topics that are shared by multiple sources. These topics
turn into the main ideas of your body paragraphs. They also become the evidence that is alluded
to in your thesis.

Example: Let’s return to our ice cream example. After analyzing multiple texts about ice cream
flavors, you notice the documents reveal three themes — cost, availability, and level of
sweetness. Within these themes, chocolate comes out as the best flavor. Your thesis statement is
thus “Chocolate is the best ice cream flavor because it is the cheapest, readily available, and the
sweetest.”

The buckets for this DBQ are listed below. We have defined 2 of the 3 themes for you since this
is your first time writing a DBQ. However, if you would like to write about another theme please
feel free to replace any of our topics with your own!

Within each bucket, you will write the names of documents (i.e., Document A) that address the
theme. This will make it easier for you to find evidence to include in your paragraphs later on.

Haitian DBQ Buckets

Bucket 1: Motivations Bucket 2: Tactics/Strategies Bucket 3:
Reactions/Legacy/Impact

Sources (list documents that Sources (list documents that Sources (list documents that
address this bucket theme address this bucket theme address this bucket theme
here): here): here):

-Document 1

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 Thesis Formation
Now that you have analyzed and organized (bucketed) your sources, you are ready to write your
thesis statement. Your thesis is essentially an answer to the prompt “To what extent was the
Haitian Revolution a global event?”. To do this, complete the following thesis statement
drafting table. You will then be ready to write your thesis statement.

Thesis Statement Drafting Table

Topic (Name of revolution in prompt)

Stance (i.e, very global, not global,

partially global, etc.)

Evidence/Organization 1. Motivations:
(These are the bucket titles)
2. Tactics:

3. Impact:

(Potential Thesis Statement Frame: The (TOPIC) was a (STANCE) because (EVIDENCE 1),
(EVIDENCE 2), and (EVIDENCE 3).

Write Your Thesis Statement Here:

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 Outline
Complete the following outline before writing your DBQ. You should do this online or in your
notebook. Online is safest.

DBQ Outline

Introduction/Thesis Brainstorm your first sentence here (how will

you begin the essay?):

Copy your thesis statement here:

Body Paragraph 1 Topic Sentence 1 (Include Bucket 1 name):

2 Pieces of Evidence Supporting the Topic.

These can be quotes or paraphrased
information from the sources:
1. (Document ____).
2. (Document ____).

Analysis of Evidence (how does this evidence

support your thesis statement?)
1.
2.

Body Paragraph 2 Topic Sentence 2 (Include Bucket 2 name):

2 Pieces of Evidence Supporting the Topic.

These can be quotes or paraphrased
information from the sources:
1. (Document ____).
2. (Document ____).

Analysis of Evidence (how does this evidence

support your thesis statement?)
1.
2.

Body Paragraph 3 Topic Sentence 3 (Include Bucket 3 name):

2 Pieces of Evidence Supporting the Topic.

These can be quotes or paraphrased
information from the sources:
1. (Document ____).

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 2. (Document ____).

Analysis of Evidence (how does this evidence

support your thesis statement?)
1.
2.

Conclusion Rephrase thesis (put thesis in different

words):

Explain why your thesis/this event is

important. Why should we care about it?
What lessons about the world were gained
from it?:

Final DBQ
Using your resources (especially your completed outline), write your DBQ in an online
document. Be sure to reference the rubric as your write and review your work to ensure that you
meet all expectations. A table of transition words is included after the rubric — you may use
these words to begin new paragraphs or connect ideas in your essay. This table does not contain
every possible transition word and you should feel free to use your own if you would like to.

DBQ Rubric
4 3
Student includes all of the
Introduction following elements: hook,
background knowledge, and
thesis with roadmap
Student uses evidence in all
Evidence three body paragraphs
Student clearly connects their
Argument evidence to their argument in
all three journal entries
Student includes all of the
Conclusion following elements in their
conclusion: restatement of
thesis, counter argument, and
ending statement (mic drop)
Student has clearly formatted
Format their response into an
introduction, three body
paragraphs, and conclusion
Student includes claims at the
Mechanics beginning of each body
paragraph and makes very
few grammatical errors
Student includes two of the
following elements: hook,
background knowledge, and
thesis with roadmap
Student uses evidence in two
body paragraphs
Student clearly connects their
evidence to their argument in
all two body paragraphs
Student includes two of the
following elements in their
conclusion: restatement of
thesis, counter argument, and
ending statement (mic drop)
Student may be missing one
of the key parts of an essay
(introduction, three body
paragraphs, and conclusion)
Student includes claims at the
beginning of each body
paragraph, but makes many
grammatical errors
2 1
Student includes one of the
following elements: hook,
background knowledge, and
thesis with roadmap
Student uses evidence in one
body paragraph
Student clearly connects their
evidence to their argument in
one body paragraph
Student includes one of the
following elements in their
conclusion: restatement of
thesis, counter argument, and
ending statement (mic drop)
Student may be missing two
or more of the key parts of an
essay (introduction, three
body paragraphs, and
conclusion)
Student may not include
claims at the beginning of
each body paragraph and may
make many grammatical
errors
Student does not include an
introduction
Student does not use
evidence
Student does not connect
their evidence to their
argument or does not use
evidence
Student does not include a
conclusion
Student has not correctly
formatted their essay
Student does not include any
claims at the beginning of
each body paragraph and/or
has many grammatical errors

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 Transition Words/Phrases

- Although - On the other hand

- Even though - Finally
- While - Next
- Also - Then
- In addition - For example
- In spite of - For instance

How to format your document:

Match image below
Double-spaced
Times New Roman, Size 12 font

Full Name
Section
Date

Title
First paragraph begins here. Indent before each paragraph.

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