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​Haitian Revolution
Aug 21, 1791 – Jan 1, 1804

Image Source - Toussaint Louverture 1743 — 1803
Standard
HS.H3.4: Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.​

Learning Target
I can explain multiple causes of conflict and evaluate the outcomes of various revolutions throughout the c.1600s-c.1800s.
​

​Instructions
Please go through all 3 Parts of this Essential Lesson to help you better understand the events of the Haitian Revolution. 

Guided Notes
​Copy the table below into your notes.

​The goal throughout the parts is to add to each of the boxes information that will help you identify these characteristics of a revolution.
Picture
Click on the image to be taken to the video that explains what these categories are.

Part 1 - Analyze a Political Cartoon

​Analyzing is a process that will help you better understand what you are trying to figure out.
Start off by stating what you see so that you can try to make sense of what the overall message is. 


First, what do you see? Be very specific. Colors. Words. Symbols. 

Second, what do you think the overall message is of this source?
Picture

Part 2 - Videos - Extra History

Part 3 - Primary Source Reading

INTRODUCTION: 
The Declaration of the Rights of Man and of the Citizen was one of the documents crucial to the early stages of the French Revolution. The document was adopted by the new Constituent Assembly on August 26, 1789 and became the preamble of the 1791 Constitution. Similar to the American Declaration of Independence, the document was influenced by Enlightenment philosophy and ideals. The emphasis placed on the right of property was also found in the writings of John Locke, and Article 6, which refers to the "general will," echoes the ideas of Rousseau. The Declaration also attempted to redress the problems of the ancien regime, under whom the rights of citizens could be overturned at any time by the king. While reading this document, consider the changes to French society that it advocates. Who benefits from the rights set out in this declaration?
Picture
Picture
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Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus