Lesson Plan - Chapter 13: A Peoples' History of the United States

Lesson Theme:

A People's History of the United States

Topic, Grades, & Time:

Topic: Chapter 13: The Socialist Challenge
Grades: 11th Grade
Time: ~5 days or ~250 minutes (depending on school activities) & 112 minutes outside of class

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

Covered Standards:

Rationale:

Chapter 13 discusses how Americans began experimenting with international literature and ideas in the decade after the Spanish-American war. Chapter 13 asserts that many works raised American consciousness of new European ideas on administration and equality and the shortcomings at home. Chapter 13 attests that this era was primed for the most severe worker agitation the US had seen. Chapter 13 highlights how the turning point of the American labor movement was not in establishing the “union of unions” but in delivering the full promise of the concept. According to Chapter 13, the Industrial Workers of the World (IWW) movement had won strikes and shown that courage and tenacity could beat even the harshest response; therefore, the IWW was so successful that its tactics inspired activists of all sorts, including W. E. B. Du Bois was one of the founders of the NAACP.

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.

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).

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.

Assessment(s):

Formative:

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

Summative:

Chapter 13 Task Overview

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 13 Task Overview