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Chapter 4 Page

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Lesson Theme:  

A People's History of the United States

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Topic, Grades, & Time:

Topic:​  Chapter 4: Tyranny is Tyranny
Grades:  11th Grade
Time:  ~5 days or ~250 minutes (depending on school activities) & 64 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 4 highlights the class antagonisms that defined the late colonial era that were subsumed after 1763 by a growing resentment towards the British crown. The French and Indian War, fought in the 1750s and 1760s, radically altered politics in the British colonies. Chapter 4 articulates that criticisms were couched in class inequalities and were concerning for America’s wealthy elites. Therefore, America’s wealthy elites’ solution, as Chapter 4 frames it, was the “mobilization of lower-class energy by upper-class politicians for their own purposes.”

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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 4 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 4 Task Overview