I know it will be several months until I circle back to the Haitian Revolution, but I did make a note in my planbook to consider the Haitian Revolution DBQ from Set 2 of the AP Euro exam this year. It's distinct from the Primary Source Collection for Unit 5. I have my students read excerpts from the DoRoMac and Bolivar's Jamaica Letter, so I was happy to find a resource to round things out with Haiti.
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Looking forward to having access to this as well. Also, I am excited about the Qing Dynasty DBQ to use next year as well, though that is probably more Unit 6.
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It is possible that I will teach the "on level" WH next year and I looked at the 1750 OER course and I think I could use these DBQ docs! The docs would fit into Unit 2. I am hoping to do more skill building with the content! For the AP course, these will go into the rotation somehow! Maybe as sourcing practice, not sure! Thanks for sharing!
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Anne Koschmider , Janet Mann , Casey Profitt , thanks for this reminder last summer. I downloaded it and put it in my files so I remembered for this year. Because I needed something that didn't take too much time in class because I really like this OER video on the Haitian Revolution, I just made a Bell Ringer on identifying the sourcing method that's being used.
You can see that activity plus some video questions on the Haiti Revolution here: Haitian Revolution.docx
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Hi Melissa Nowotarski Did you give the students the Docs from the Haitian Rev DBQ or just the worksheet? you developed I was able to HAPP the docs from the info you provided, but I was just wondering!
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Thanks for sharing, Melissa Nowotarski ! I hadn't thought to take this approach to sourcing - having students identify HAPPY elements in exemplars - but I think it's a great approach. It gets students thinking about the skill from a different angle while sneakily giving them some exposure to high-quality examples of sourcing. Great idea!
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I just gave them the worksheet. It needed to be something quick.
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I never thought to do it either until I was looking at the scoring notes this past weekend. We will also talk about trying to be a little more blunt about identifying the sourcing method we're using, describing what that is, and then explaining how that's seen in the document so we will likely rewrite one or two of them. This identify, describe, explain language is something I pull over from the SAQ and emphasize all year so it's something that they would be familiar with.
Ex. Larchevesque-Thibaud's purpose is to inform her husband in the French government about what's going on so she gives him a clear account and timeline of events.
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Yes!!!! Thank you so much for sharing. I really appreciate the document. Clever way to practice knowing the HAPP elements.
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Melissa Nowotarski This is a great way to hit home with something important, but is also a quick one, which I can definitely get behind. Thank you for sharing!