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Chapter 10 Page

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Lesson Theme:  

A People's History of the United States

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Topic, Grades, & Time:

Topic:​  Chapter 10: The Other Civil War
Grades:  11th Grade
Time:  ~5 days or ~250 minutes (depending on school activities) & 137 minutes outside of class

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Materials and Sources:

• Sources: Zinn, H. (2005). A people’s history of the United States: 1942-Present. Harper Perennial Modern Classics.
• Materials (practitioner):  (1a) text (print); (1b) text (digital); (2) desktop/laptop/tablet; (3) access to internet; (4) assignments; & (5) coffee/tea (optional)
• Materials (student):  (1a) text (print); (1b)​ text (digital); if 1b (2) laptop/tablet; (3) access to internet; (4) assignments; & (5) note-taking gear

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Covered Standards:

• National State Standards Common Core:  
• ​Montana State Standards:  
• Indian Education For All:  
• College, Career, and Readiness:  

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Rationale:

Chapter 10 starts in the first half of the 19th century and explores the history of the labor movement until the Compromise of 1877. Chapter 10 asserts that schoolbooks tend to highlight those years filled with controversy over slavery; however, on the eve of the Civil War, money and profit, not the movement against slavery, was uppermost in the priorities of the men who ran the country. Chapter 10 highlights that across the North, trade unions formed, uniting workers for a common cause; many labor organizations led to numerous strikes and riots in cities like Philadelphia, New York, and Boston. Chapter 10 suggests that the lessons of the various strikes were incorporated by later unions. Finally, Chapter 10 indicates that Black people realized the minority did not have the strength to make real the promise of equality in the Civil War; the working class also learned they were not united enough to defeat the combination of private capital and government power.

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Measurable Outcomes:

• Students will, through literacy, be able to understand key ideas and details.
• Students will, through literacy, be able to understand craft and structure.
• Students will, through literacy, be able to understand the integration of knowledge and ideas.
• Students will, through literacy, comprehend a range of reading and level of text complexity.
• ​Students will, through literacy, be able to understand text types and purposes.
• Students will, through literacy, be able to produce a production and distribution of writing.
• Students will, through literacy, research to build and present knowledge.
• Students will, through literacy, demonstrate a presentation of knowledge and ideas.
• Students will, through literacy, demonstrate a range of writing.

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Sequence:

• 0-5 mins - Administration (i.e. attendance, announcements, etc.)
• 5 - 25 mins (practitioner) - Check on student progress (time may vary, due to class size and time spent on each student).
• 5 - 45 mins (students) - Work on the required assignments.  Please refer to Introduction Page.
• 45 - 50 mins -​ Exit question (check on progress of each student, time varies).

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Behavioral Expectations:

• Universal design for learning and Multi-Tiered Systems of Support (MTSS) will curb any behavior issues regarding student choice of sequence.
• Student's will be engaged 80-90% of the class time.
• Students' will be engaged due to the collaboration component of the lesson.

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Assessment(s):

Formative:

• Oral inquiry throughout the lesson will check for comprehension and understanding, acting as a pre-assessment.

Summative:

• Chapter 10 Task Overview

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Differentiation:

Multiple Levels of Questions: Primary use: readiness & learning profiles. All questions presented will advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. In addition, all text will have the ability to utilize text-to-speech technology and visual-audiobook with close-caption capability.
Activity:  Chapter 10 Task Overview