Lesson Plan - Chapter 3: A Peoples' History of the United States

Lesson Theme:

A People's History of the United States

Topic, Grades, & Time:

Topic: Chapter 3: Persons of Mean and Vile Condition
Grades: 11th Grade
Time: ~5 days or ~250 minutes (depending on school activities) & 74 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 3 moves to the first popular movement in US history, Bacon’s Rebellion. The rebellion comprised white frontiersmen, Black people, and other discontents on the margins of Virginia society. The rebels were motivated by the believed corruption and inefficiency of the colonial governor, by the high taxes levied against them, and most importantly, by a perceived policy of toleration towards Indigenous peoples who lived on the other side of the Virginia frontier. Chapter 3 argues that Bacon’s rebellion and his “Declaration of the People” represented a struggle between impoverished frontiersmen and the wealthy, cosmopolitan, coastal elite who administered the colony. But the rebellion was cut short. Chapter 3 highlights how by turning white against Black and both against Indigenous people, disenfranchised people of various ethnicities could not organize against the rich.

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 3 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 3 Task Overview