A Lesson on the US Civil War Modified for a Student with Learning Disabilities Kelly Schneider October 28, 2010.

A Lesson on the US Civil WarModified for a Student with

Learning Disabilities

Kelly SchneiderOctober 28, 2010

Learning Disabilities:Causes

• Neurological basis• Catchall category• Examples– Dyslexia: difficulties in single word decoding

leading to problems with reading, writing and spelling.

– ADHD: problems with attention, impulsivity and overactivity.

Learning Disabilities:Prevalence

• 4.3% of all students receive special education or related services

• 48% of those receiving special education services are in this category

Learning Disabilities:Prevalence

• Largest disability category among ALL racial/ethnic groups

• Native Americans, African Americans, and Hispanics are more likely to be identified

• Asians and whites are less likely to be identified

Learning Disabilities:Characteristics

• The imperfect ability to listen, think, speak, write, spell or do math (US Dept of Ed).

• Discrepancy between potential and performance.

Learning Disabilities:Characteristics

• Information-Processing Model– Executive Function– Input– Processing– Output

• IPM as a System

CONTENT AREA:7TH GRADE SOCIAL STUDIESUnited States Civil War

Instructional Objectives

Introduction to abolition and abolitionists;Identifying people who have dealt with

challenges and made a positive difference.

State Standards

• The student will demonstrate knowledge of the causes of the Civil War.

• The student will analyze historical evidence and draw conclusions.

• The student will recognize the importance of individual action and character in shaping civic life.

Assessment Information

• Word Journals• Fill-in-the-blank graphic organizer• Small and large group discussions• Biographical poster

Instructional Activities

• Introduction to Abolition– Short video clip–Class discussion–Word Journal entry, “What abolition means

to me.”

Instructional Activities

• Abolitionists–Graphic Organizer– Small Group Activity: Determine the major

contribution(s) of a person–Whole Class Activity: Discuss small group

findings

Instructional Activities

• Biographical Poster Project: Abolitionist of choice

• Timeline Project–Class discussion–Begin draft

• Work session for biographical posters

Next Week’s Assessments

• Word Journals• Fill-in-the-blank graphic organizer• One-page biography• Timeline

Mark: Areas of Concern

• Reading and writing:– Word Journal– Graphic Organizer– Referencing textbook

Mark: Areas of Success

• Biographical poster• Small and large group discussions

Modifications and Adaptations

1) Teacher-led discussiona) Add secession dates to timelines.• Modification: Work with a partner.

b) Word Journal, “The Southern states were right to secede. Agree or disagree; why?”• Modification: Use computer to type journal response.

Modifications and Adaptations

2) Graphic organizera. Work in pairs.• Modification: Working with a partner should help

alleviate last week’s difficulties.

b. Whole class review responses; discuss.

Modifications and Adaptations

3) Primary source reading• Modification: Provide handout day in advance.

Modifications and Adaptations

4)Biographya) Skill session: Gathering and summarizing.• Modification: Provide visual diagrams of gathering

and summarizing.

b) Research sessionc) Skill session: Analyzing significance.

Modifications and Adaptations

5) Timeline project: Adding summaries to persons and events.• Modification: Work with a partner on timeline.

Use computer to type summaries if desired.

Sources• Kirk, S., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. (2009).

Educating Exceptional Children, Twelfth Edition. Belmont, CA: Wadsworth.• Deris, A. (2010). Lecture 3: LDI & RTI [PowerPoint slides]. Retrieved from

http://metrostate.edu/