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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/