Oklahoma Social Studies MWH.P.2.2

MWH.P.2.2 is a cluster heading. These are the individual standards under it.

• MWH.P.2.2.A

  Gather and evaluate the usefulness of various formats of evidence for specific inquiry, analyzing the broader historical context, and assessing potential bias a...

• MWH.P.2.2.B

  Analyze complex and interacting factors that influence multiple perspectives during different historical eras and contemporary events.

• MWH.P.2.2.C

  Evaluate how multiple, complex events are shaped by unique circumstances of time and place; construct and interpret parallel timelines.

01

What Students Need to Do

Students use letters, declarations, and maps to investigate the French and Haitian revolutions. They check each source's author, date, purpose, and limits. They build parallel timelines to explain how events in France and Saint-Domingue affected one another.

02

What Mastery Looks Like

A student places the 1789 French rights declaration, the 1791 uprising in Saint-Domingue, and Haitian independence in 1804 on parallel timelines. They explain how slavery and colonial trade shaped different accounts of the uprising. They can say which source best answers a question and what it leaves out.

03

Common Misconceptions

Students may think a document written during an event is automatically reliable, or that bias makes it useless. They may assume France's 1789 rights declaration ended slavery in its colonies immediately. Some place Haitian independence before the 1791 uprising.

04

How to Assess It

Give students a four-date France and Haiti timeline and a short excerpt from Haiti's 1804 independence declaration. Ask: How do the author's position and the document's date affect its usefulness for explaining the 1791 uprising?

1. 01

   Give pairs dated event cards and two blank timelines, one for France and one for Haiti; have them draw lines between related events.

2. 02

   Read excerpts from a French planter's letter and Haiti's independence declaration; ask, "What did each writer stand to gain or lose?"

3. 03

   Play source match: give groups three inquiry questions and copies of a map, letter, and declaration; have them defend each match.

4. 04

   Bring a sugar packet and a 1790 Caribbean trade map; trace sugar from Saint-Domingue to France and identify who labored and profited.

• K.P.2.2

  Develop skills which demonstrate an understanding of historical events and the people who shaped our history.

• E.P.2.2

  Develop skills which demonstrate an understanding of historical events and the people who shaped our history.

• 7.P.2.2

  Develop skills which demonstrate an understanding of historical events and the people who shaped our history.

• WG.P.2.2

  Develop skills which demonstrate an understanding of historical events and the people who shaped our history.