Lesson Plan - Chapter 14: A Peoples' History of the United States

Lesson Theme:

A People's History of the United States

Topic, Grades, & Time:

Topic: Chapter 14: War is the Health of the State
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 14 highlights that Europe was plunged into the most brutal and bloody war ever fought in 1914; however, the United States, being removed geographically and politically from the crisis, enjoyed a unique position on the sidelines. Chapter 14 highlights how Congress and Woodrow Wilson’s administration passed an act that threatened prison sentences against anyone who attempted to undermine the war effort. In addition, Chapter 14 attests that various legal restrictions were paired with extrajudicial groups, which organized to attack union headquarters, remove street orators, and generally eliminate anti-war activity. Chapter 14 asserts that in combination with local police, various groups arrested most of the union leadership and virtually destroyed union organizations.

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 14 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 14 Task Overview