Lesson Plan # 2 Secondary History / Social Studies

Course Lesson Topic & Unit Name Instructor Date(s)

World History
Lesson Essential Question (LEQ) or
Learning Objective (LLO)
Content Standard
Enter objectives from NCS Discipline-specific
strands (History, Civics & Government, Economics,
Geography, Behavioral Sciences)
Inquiry (Skill) Standard
Enter objectives from NCS Inquiry Strand
Activity
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
The Haitian Revolution (1 day) / Revolutions Ms. Elizabeth Vaughan October 17th
What are some of the similarities and differences seen between the Hatian Revolution and prior global rebellions?
● WH.C&G.1.3 - Compare various revolutions, rebellions, and movements in terms of motive, consequence, and
lasting impact on the freedom and equality of individuals and groups in society.
● WH.H.1.1 Distinguish key turning points in world history in terms of multiple causes and outcomes
● I.1.2 - Supporting Questions
Details of Activities Purpose-Rationale Time
Provide the necessary setting, steps, materials, and prompts. Why are students doing this activity? How does the Provide estimated
Be explicit so any substitute teacher can effectively conduct activity align to the content and skill standards and/or minutes in each
your lesson. LEQ/ LLO? row
Bellringer:”What does Revolution Sound Like?” This bellring allows students to utilize a 10 minutes
As students enter class the Hatian revolutionary different type of secondary source in
song Nanm Nan Boutey (which translates to formulating an opinion and answer questions.
Soul in a Bottle) will be playing for students to Songs were heavily utilized during the Hatian
analyze and begin to think about the Haitian Revolution to rally support and serve as a
Revolution. The song playing will be in its original useful source in depicting the social/political
dialect due to no available translations, and after landscape of the time. Students will be able to
it has played a copy of a few verse lyrics will be utilize the I.1.2 standard of supporting
displayed on the screen in English for students to questions, through using Nanm Nan Boutey as
read over silently. Students will have the chance means of developing further questions about
to both hear and read the song lyrics, and will be the Haitian Revolution.
asked to share their thoughts on the song in a
class discussion. When students are listening to
Nanm Nan Boutey they should think of how the
music makes them feel or whether it draws any
emotion even with the language barrier ( they
will be asked to share these thoughts following
the lyric reading). Additionally, once students
have had a chance to read the lyrics they will be
asked to share what they think these lyrics might
mean, what is their historical significance and
how do they reflect the needs/wants of the
Haitian people during the revolution.

ASU Dept. of History· History Education Program· 2021-2022

Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Accommodations
Following the bellringer a google slides This section allows students to further utilize 20 minutes
presentation will be shared on the screen for the inquiry standards of 1.1.2 ( Supporting
students to take notes on. This presentation will Questions) through being able to participate in
cover the main events of the Haitain Revolution, an open discussion as new material is being
as well as the national climate both before and presented to them. Students have the chance
after the revolution. Students will be provided to develop their ability to ask informed
with guided notes to take notes on throughout questions.
the presentation. As the presentation continues
students will have the opportunity to participate
in an open discussion on the contents, noting
any similarities they notice between it and the
French Revolution.
Students will self divided into groups of 2 and Through the use of primary and secondary 25 minutes
will be asked to determine the best course of documents students are given the opportunity
action for Toussaint L'Ouverture using select to future develop their understanding of
primary and secondary documents from the important events in history, and key turning
Haitian Revolution. After dividing into groups a points of the Haitian revolution. Having
powerpoint will be displayed on the screen practice doing this will help students further
presenting various situations that took place develop the WH.H.1.1 standard. Students will
over the course of the Haitian Revolutions and be asked to think critically about the situations
students will have to work together to utilize presented and use primary documents in a real
documents presented to determine how world way.
L'Ouverture handled the situation when it was
presented to him - one primary or secondary
document will correspond with each of the
questions asked so each group will be analyzing
the same document at the same time. 4
situations should be presented in total giving
students the chance to look at multiple
situations and sources, and will include: a letter
written during the Boukman Rebellion in 1791,
the dismissal of Commissioner Sonthonax in
1797, the 1801 Constitution ( paired with a
letter written to Napoleon Bonaparte), and a
combination biography and autobiography of
L'Ouverture.
If needed students will be presented with pre Through presenting students with pre-filled
filled out lesson guided noted and will spend the out guided notes, students can spend more
acquisition activity contributing to group
ASU Dept. of History· History Education Program· 2021-2022
What adjustments are you making for diverse
learners (ELLs, struggling readers, gifted &
talented)?
Extending & Refining II (individual)
How do students (and the teacher) know if they
are mastering the content and/or skills for this
lesson? [Formal, informal assessments to measure
learning]
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Assessments
discussion and listening instead of having to focus
of both note taking and group participation
For this activity students will be asked to identify
and distinguish events from the French and
Haitian revolutions. Students will remain seated
and be given individual white boards (or
laminated sheets of paper if white boards are
unavailable), and expo markers. They will then
be given a series of questions and will be asked
to write which revolution the question
corresponds with on the front of the board and
raise it in the air. The questions asked will
involve key facts and events of either revolution.
Sample questions include: “What revolution
sparked the golden age of revolutions?” and “
San Domingue was an important location in
which revolution?” Writing will only be on the
front side of the board to avoid any peer
pressure or potential cheating. Additionally, this
activity can be accommodated to an online
format if needed. In between questions students
are free to discuss their answers and why they
might have thought something differently.
For the last 10 minutes of class, students will be
asked to begin reading Sarah Juliet Lauro’s article
Digital Saint - Domingue; Playing Haiti in Video
Games. This article looks at the role the Haitian
Revolution has had in the establishment of
modern day video games. Students will be given
digital access to the article ( paper copies will be
available upon request), and should individually
read the article until the end of class. Whatever
students don't finish within the article they will
be asked to finish for homework.
Formative - Informal
Explain how formative assessment measures progress
Extending and Refining 2 will serve as an informal
assessment because it will allow me ( the teacher) to
time focusing on the material or participating
in the group discussions taking place.
This activity allows students to practice 25 minutes
comparing revolutions, and utilize the course
standard of WH.C&G.1.3 - comparing
revolutions. In addition to providing practice in
comparing revolutions under the course
standards, students are also able to utilize
their understanding in order to also answer
the course LEQ. Additionally, this activity also
falls under the extending and refining 2 )
individual) section because students are
comparing these revolutions individually,
without added input from their peers. They
are informally being tested on their
knowledge.
Through reading this article, students will be 10 minutes
given the chance to further understand the
role the Haitian Revolution has had on the
shaping of modern society. This activity helps
re-emphasize the UEQ of: How have global
revolutions helped shape society and the
modern world? Video games play an active role
in students' lives and this article helps bring the
Haitian Revolution into modern context.
Summative - Formal
Explain how summative assessment measures learning
There is no summative assessment within this lesson.
ASU Dept. of History· History Education Program· 2021-2022

Materials & Supplies
Sources & Notes
Where did you research content for today’s lesson?
Where did you find helpful information, primary &
secondary sources, and lesson plan ideas?
be able to gauge where students are in their
understanding of the two revolutions taught so far, by
how they answer the questions asked.
● White Boards OR Laminated sheets of ● Expo Markers ●
paper if white boards are unavailable
Sources (cited in Chicago Manual of Style) Notes to self
● Gauge how students are reacting to Extending &
● Lauro, Sarah Juliet. “Digital Saint-Domingue: Playing Refining I, and if they are becoming too rowdy or
Haiti in Video Games.” archipelagos. Columbia disengaged switch to the alternative version of the
University Libraries, August 13, 2021. assignment for the Extending and Refining 2.
http://archipelagosjournal.org/issue02/playing-haiti.h
tml.
● Louverture, Toussaint. “Constitution of 1801.”
Translated by Mitch Abidor. Haiti, 1801.
https://www.marxists.org/history/haiti/1801/constit
ution.htm
● Louverture, Toussaint. “ Extrait du rapport adressé
au Directoire exécutif par le citoyen Toussaint
Louverture, général en chef des Forces de la
République française à Saint-Domingue.”P. Roux,
imprimeur de la Commission, 1797.
https://www.marxists.org/reference/archive/toussai
nt-louverture/1797/expulsion.htm
● Louverture, Toussaint. Toussaint Louverture to
Geoges Biassou, October 15, 1791. In Toussaint
Louverture Fondé à Saint Domingue la Liberté et
l’égalité, translated by Mitch Abidor.
https://www.marxists.org/reference/archive/toussai
nt-louverture/1791/to-biassou.htm
● Louverture, Toussaint. Toussaint Louverture to
Napoleon Bonaparte, July 16,1801. Vie de Toussaint
Louverture, by Victor Schoelcher.
https://thelouvertureproject.org/index.php?title=To
ussaint_letter_to_Napol%C3%A9on_on_the_1801
_Constitution#:~:text=I%20hasten%20to%20send%
20it,have%20surrendered%20to%20its%20wishes.
● T. Beauburn and Mimerose Beaubrun, Nanm Nan
Boutey, 1992, Balenjo Music.
● Redpath, James. “Toussaint Louverture a Biography
and Autobiography.” Boston, 1863.
ASU Dept. of History· History Education Program· 2021-2022
<https://docsouth.unc.edu/neh/beard63/beard63.ht
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ASU Dept. of History· History Education Program· 2021-2022