Lesson Plan - Chapter 9: A Peoples' History of the United States

Lesson Theme:

A People's History of the United States

Topic, Grades, & Time:

Topic: Chapter 9: Slavery Without Submissions, Emancipation Without Freedom
Grades: 11th Grade
Time: ~5 days or ~250 minutes (depending on school activities) & 70 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 9 focuses pivots next to the issues of slavery and reconstruction in the 19th century. Chapter 9 emphasizes that there was a constant fear that a popular movement would lead to the end of slavery and a radical change to the social, economic, and racial makeup of the South. Chapter 9 highlights the tensions between White and Black abolitionists in the North. Chapter 9 discusses the various violent actions that occurred in the North and South during the build-up to the Civil War and the Reconstruction Era. In addition, Chapter 9 calls attention to the societal implications of the 13th, 14th, and 15th Amendments.

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 9 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 9 Task Overview