Common Core and Curriculum Standards Addressed:

Social Studies Content

Core learning goal: 2 The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural. Expectation: 1 The student will evaluate the interdependent relationship of the United States politics and government to world affairs. Indicator: 2.1.1 The student will analyze the effects of networks that link nations to the United States economic, political, social, and foreign policy.

English Language Arts Standards History/Social Studies Grade 9-10

CCR Anchor Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information CCR Anchor Standard #2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text CCR Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies CCR Anchor Standard #6 Assess how point of view or purpose shapes the content and style of a text

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts CCR Anchor Standard #9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources

Student Accommodations: Not every classroom is constructed the same, which means not every classroom has the same set of students in it either. For this lesson plan, a total of 28 students were accounted for (12 girls and 16 boys). Of those 28 students, 13 are partaking in the subsidized lunch program, 1 has a Down Syndrome (has an assistant during school hours), 3 are English Language Learners that have completed necessary class preparation to be integrated into the core classroom, and 1 physically disabled student that has a paraprofessional with them. Taking into great consideration of state, county and core reading standards there are necessary modifications that may need to take place to ensure that all of the students are receiving the education they desire. The lesson plan (which is 50 minutes long) is first structured with a media clip followed by a group activity. Groups (historical background, international trade, health initiative, consequences for poorer nations, technology in a global community) are constructed by interest and ability. To ensure that groups are created equally we have to account for the 3 ELL, 1 physically handicapped student and 1 with Down Syndrome. An example of how the groups would be set up: Group 1 Boy Girl Boy Boy Girl Group2 Boy Girl Boy Girl Boy Group3 Group4 Group5 Boy Boy Boy Girl Girl Girl Boy Boy Boy Girl Boy Girl Girl Boy Girl Boy Girl Boy Low Income Physically Handicappe Down Syndrome ELL

While proceeding through the same steps as all other children as they learn to read words, to decode and to spell, to read with comprehension and to write, children with Down syndrome may need each step broken down into smaller steps, with more practice and support for learning at each stage, than many other pupils (Down

Syndrome Education International, 2012). The groups will be given worksheets to take notes on as well as an article that their group will read and discuss. For the student with Down Syndrome we would accommodate to their needs by giving them a list of vocabulary words, as well as selecting an article/group that is at their reading level. Their assistant could help them decode the passage as well as their teammates if there are any difficulties in reading it. The assistant would also have the opportunity to record the class period on a tape recorder so the student could listen back to make sure they grasped that days material. As the teacher, we could encourage the student to write down key phrases or words that they feel important and share it with their group. Offering a structured grading rubric specifically for them will also help them since it is modified to meet their individual needs. Other accommodations could include moving their seat to the front of the room or offering pictures instead of text (Down Syndrome Education International, 2012). The English Language Learners (ELL) in this class have already completed their work in order to be integrated into the core classroom which means they grasp a majority of the language (written or spoken) but may need help in guidance to fully understand the material (since it is a second language). To accommodate those needs we would select an article/group that could work with them so that they can put their own input on the assignment without feeling nervous on not fully understanding as quickly as others. Incorporating material that may relate to their culture could also boost their confidence on the reading material because they could relate to it. Highlighting key terms before they read the article may help them keep focus on the big picture rather than just reading the words to read it. The student could make notes on those vocabulary words or make a reference in their native language to what that word is so they know it for the future. Some ELL can understand the hearing aspect of the language faster than the reading portion (or vice versa). In this case we could have a vocal recording of the article also or for the video clip in the beginning of class, we could have that written down. Most importantly for ELL, giving extra time to read will be most beneficial because they may need that extra 5 minutes to stumble through the article before they discuss it with their team. (The Source for Learning, Inc., 2013) Even though a student may have a physical disability such as cerebral palsy, muscular dystrophy, and spina bifida, they still learn and think just like any other student. To accommodate those students the paraprofessional may work one on one with them (even though they will be placed in a group) because they may need help on reading/hearing, writing or relaying their message to their group. Since it is beneficial to have the student interact with their classmates, having a buddy system set up could allow them to have someone to look to that is on their level that doesnt include the teacher or paraprofessional. Keeping those students with needs in eyes site (front of classroom) will be a very beneficial way for them to stay focused because we could

check up on them at any time, and they wont lose site of the instructor as easily as they could if they were in the back of the room. Allowing the student more time to read/write for the assignment is another way to lodge their needs; this could include giving them the assignment a head of the class, or giving them extra time to complete it for homework if they need to. Making sure there is a signal that the student will give instead of hand raising to ask questions for students with upper body limitations will give the teacher something to look for instead of just hands raising, and will show that the student is engaging in classroom activities. Just because they are physically disabled does not mean they dont want to be included or cant do the work (Villanova University, 2013). Teaching students that are for low income neighborhoods or areas shouldnt be an different than teaching a student from a rich background, but there are some difficulties on relating certain material. At Risk students may not have computer access like other students, or they may have difficulties on retaining knowledge because their home life is distressed. Low income families dont necessarily mean that the students parents are dead beats; a parent could have lost their job, a parent could be in the military and died overseas, or it could be a single parent household. Whatever the situation, making sure the student understands the material is the first priority. Lynn Wolf describes 4 strategies to teaching at risk youth. These strategies include 1.) Build and maintain relationships 2.) Use cooperative classroom management 3.) Make lessons relevant and engaging 4.) Set Students up for success (Wolf, 2013). The lesson plan that we have developed shows that classroom management is prevalent as well as setting students up for success. Giving them material that is on their reading level, as well as a grading rubric that is easy to follow and understand allows them to be in control of their own success. Setting up the reading groups based on skill level as well as general interest in the topic is an effective way to create rules and procedures. Building and maintaining a relationship (teacher/student as well as student/student) is important because the student should feel comfortable when asking questions and participating in group discussions. References Down Syndrome Education International. (2012). Reading and writing for teenagers with Down syndrome (11-16 years). Retrieved March 30, 2013, from Down Syndrom Education Online: http://www.downsyndrome.org/information/reading/adolescent/?page=3 The Source for Learning, Inc. (2013). Adjusting Lessons for ESL/ELL Students. Retrieved March 30, 2013, from Teachers First: Thinking Teachers Teaching Thinkers: http://tychousa9.umuc.edu/EDRS610/1302/9041/class.nsf/Menu? OpenFrameSet&Login

Villanova University. (2013). Teaching Students with Disabilities. Retrieved March 30, 2013, from Villanova University : http://www1.villanova.edu/villanova/studentlife/disabilityservices/resources/teachi ng.html Wolf, L. (2013). eHow. Retrieved March 30, 2013, from How to Teach Low Income Students: http://www.ehow.com/how_7903155_teach-low-income-students.html