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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D 75 Alternate Assessment Curriculum Framework 6-8 Social Studies Module 3: A Changing World Part 2

Underlying the development of the activities included in this document is the profound belief

that students with significant intellectual disabilities need high standards that are reasonable and

achievable given sufficient and appropriate opportunities to learn. All students who participate

in Alternate Assessment classes are expected to be provided with access and exposure to the

content learning expectations of their general education peers at a reduced depth, breath and

complexity. The presented tasks, while not reflecting the degree of higher order skills and

comprehensiveness of expectations established for students participating in the general

assessment system, do reflect reasonable and achievable expectations for students with

significant intellectual disabilities. In addition, they maintain a necessarily broad connection

with the Common Core Standards through a concentrated focus on salient features of specific

Standards. These content area sample learning plans and activities are designed not only to elicit

performances of content area thinking skills/behaviors but also to provide opportunities for

students to engage with, read and/or use content understandings that are imbedded within the

tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take place,

engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations of

a concept and apply this knowledge. They exhibit intentional behavior in response to situations.

They rely heavily on objects, picture cues, a print rich environment, and an exposure to content

in multiple and modified formats to facilitate learning. These students typically work within

Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential Thinking

Skills and Behaviors Explanatory Notes document for further information regarding the

concept of conceptualization, and Webb’s Depth of Knowledge).


Level B learning plans and activities are reflective of students who demonstrate skill

abilities closest to meeting the CCLS and content standards expectations as they are

written. These are typically students who may participate in inclusion settings and students who

may return to community based instruction programs. These students would be expected to work

in all levels of Webb’s Depth of Knowledge.

The Revision of ModulesThe Alternate Assessment Curriculum Framework was developed to serve as a guide for schools.

It is expected to be modified and adjusted in order to meet school-specific instructional goals and

objectives.

To assist schools with understanding what the revision process entails, the district gathered a

small group of teachers and administrators during the summer of 2014 to revise Math module 2

for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document from

the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand


It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities to

develop targeted skills through content-based instructional experiences that are also applied in

the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they begin

the process of revising a module for their own use. These are generic expectations

in the order they should occur to ensure an efficient and effective revision of a

module. This is by no means the only way in which a module can be revised, but

is intended to provide the essence of what the revision process should include and

be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and

D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level

B, C, and D.


A reflection Sample on “How to” Revise an Alternate Assessment

Curricular Framework Module of Study (AACF) based on the guiding

protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework Grades 6-8 Social Studies Module 3

A CHANGING WORLD: PART 2

CONTEXTUNIT TOPIC: A Changing World: Part 2According to the National Council for Social Studies (NCSS), “the primary purpose of social

studies is to help young people to develop the ability to make informed and reasoned decisions

for the public good as citizens of a culturally diverse society in an interdependent world”. To

ensure that we meet the intent of the NCSS, students need to know where we have been and

how we arrived at our current state as a society. Students will apply this knowledge in order to

understand, participate, and engage with a constantly changing world.

This module assures that middle school students are prepared to address the purpose of the

National Council for Social Studies objectives, by introducing them to a diverse set of activities

and learning plans connected to key ideas from the NYC Scope and Sequence, for 6th through 8th

grades Social Studies. It is designed to build their understanding of the dramatic and wide-

swept changes of the mid-19th century America, during and following the Civil War.

The module begins with students becoming familiar with the geographical and physical features

of the United States and the Confederate States of America. As students move through the

lesson strands, they become more aware of:

The causes of the Civil War

The significant historical figures as agents of change for an entire society

How war and its aftermath affects the lives of people

How people living in the same place can have very different lifestyles (i.e. slaves and

slaveholders residing in the same household)


Students of various levels of cognitive ability will be given multiple paths to access a significant

period of United States’ history (including a broad range of media, fiction, and nonfiction texts).

They will also be provided with a variety of ways to demonstrate learning, culminating in the

creation of a Civil War-era newsletter that reflects different aspects of that very American

experience.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE: Data sheets Authentic student work samples (i.e. written reports, diagrams, etc.) Pictures/videos of student performance tasks

PERFORMANCE BASED ASSESSMENT TASK

Students will create a classroom newsletter on the Civil War. The newsletter will contain:

Current Event Article(s)

Lifestyle Article(s) (Fashion, Food, Entertainment)

Obituary for President Lincoln (at teacher’s discretion)

Classified Section (Help Wanted, Jobs)

Editorial Section

Photographs, Charts, Diagrams

Travel (Migration to North, Railroad)

Level D:

Students will engage in composing a newsletter by: selecting items to be placed in into the

newsletter (i.e. photos, articles, words, maps, etc.) taken from the content covered in unit.

Teacher will group students to work on sections of the newsletter with staff support. Students

will participate in the formatting of the newsletter by placing items in the template provided by

teacher (i.e. cut and paste, adaptive switch for computer, Smartboard activity, etc.) With

prompting, students will place information into appropriate section of classroom newsletter.

Students will attend to teacher as she/he composes sections into one newsletter. Students will

have their work published and distributed at school and at home.


Level C:

Students will create a newsletter containing content of the unit. Students will be guided to

select a title for the newsletter using a word bank developed by teacher. Each student will

select one section to focus on. Students will be guided to gather information for their selected

topics from a variety of resources (i.e. internet, teacher-made materials from lessons, and

activities from the unit [power point presentations, pictures, books, articles]). Students will fill

in templates for articles (i.e. sentence starters, fill in the blanks, outline, sequencing jig, photos,

hand-drawn figures, etc.) with either pictures or word(s) from the aforementioned resources.

Students will compile the newsletter using a template or jig provided by teacher. Students will

have their work published and distributed at school and at home.

Level B:

Students will be assigned two-three unit-based topics to create a newsletter. Students will

create articles for the newsletter utilizing all of the knowledge gained during the course of the

unit. Students will choose titles and appropriate dates for their articles. Students will be given

graphic organizers, containing guiding questions, to facilitate information-gathering. Students

with gather content for articles using resources from previous lessons (i.e. books, pictures,

articles, power point presentations, etc.). Each student will share his/her articles with a peer

for initial editing before submitting for teacher review. Class will work as a group to format the

newsletter (paper and glue, computer, Smartboard, etc.). Students will have their work

published and distributed at school and at home.

*See explanatory notes of “engagement” in The Essential Thinking Skills and

Behaviors Document.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

RI.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.

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

L.6 Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

W.2 Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of

content

SOCIAL STUDIES KEY IDEAS

Standard1-Key Idea 3: Study about the major social, political, economic, cultural, and religious

developments in New York State and United States history involves learning about the

important roles and contributions of individuals and groups.

Standard 5-Key Idea 1: The study of civics, citizenship, and government involves learning about

political systems; the purposes of government and civic life; and the differing assumptions held

by people across time and place regarding power, authority, governance, and law.


CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 1: Career Development Students will be knowledgeable about the world of work,

explore career options, and relate personal skills, aptitudes, and abilities to future career

decisions.

Standard 2: Integrated Learning 1. Integrated learning encourages students to use essential

academic concepts, facts, and procedures in applications related to life skills and the world of

work. This approach allows students to see the usefulness of the concepts that they are being

asked to learn and to understand their potential application in the world of work.

Standard 3a: Universal Foundation Skills1. Basic skills include the ability to read, write, listen,

and speak as well as perform arithmetical and mathematical functions.

3a.2. Thinking skills lead to problem solving, experimenting, and focused observation and allow

application of knowledge to new and unfamiliar situations.

ESSENTIAL QUESTIONS

1. How did the Civil War change the lives of different groups of people living in the South?

2. How did Reconstruction affect the lives of African-American people?

3. How did the United States change because of President Abraham Lincoln’s leadership?


VOCABULARY

Luxury

Equal

North

South

Civil War

Abraham Lincoln

Plantation

Slave

Slavery

General

President

Gettysburg

John Wilkes Booth

Assassinate

Reconstruction

Union

Confederacy,

Frederick Douglass

Fair/Unfair

Freedom

State

Migration

Soldier

Uniform

Flag

People

Map

Amendment

Build/Rebuild

Landscape

Before

After

Necessity

Feeling Words

Choose

Rules

Population

Timeline

Diorama

Obituary

Journal

First Person (POV)

American

African American

Military

Battle

War

Wardrobe

Recipe

Venn Diagram

T-Chart

LESSON STRANDS OVERVIEW1. Civil War

2. Reconstruction

3. African Americans after the war

4. Abraham Lincoln’s leadership as a president 5. Case Study: Slave Family life, military family life


LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered for all

students in all activities across all levels.

Lesson Strand 1: Civil War

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to video on Civil War: HTTP://WWW.BRAINPOP.COM/SOCIALSTUDIES/FREEMOVIES/CIVILWAR/

Students will manipulate a map of the United States on the Smartboard as teacher

guides their attention up and down to represent North and South.

Students will engage and attend to photographs that will contain pictures of Northern or

Southern features. Pictures will be labeled either North or South and students will be

prompted to sort photos by label.

Students will be given pictures of Abraham Lincoln and a contemporary historical figure

(Barack Obama). They will look at pictures of Lincoln (displayed on Smartboard or

printed out and displayed on board) and match them.

Students will attend to story at:

http://tarheelreader.org/2012/01/31/abraham-lincoln-the-sixteenth-president/3/

Students will engage with a photo of Abraham Lincoln (e.g. hold up/touch picture, or

manipulate pre-programmed switch every time they see picture of Lincoln).

Students will attend to book Civil War on Sunday, by Mary Pope Osborne, as book is

projected.

Students will engage with a large chart that compares/contrasts lifestyles during the

Civil War era and contemporary times after listening to a read-aloud from pages 25 and

30-44 in If You Lived During the Civil War.

(With prompting) Students will color the uniforms of the soldiers in the North with blue

and soldiers in the South with gray.

Students will attend to a paraphrased reading of the Gettysburg Address at



http://www.brainpop.com/socialstudies/freemovies/civilwar/

HTTP://WWW.WESTMEADE.NET/LIBRARY/GETTYSBURGADDRESS.HTML

LEARNING PLANS AND ACTIVITIES LEVEL C: Students complete teacher-made worksheet on “When, Where, and Who” after

watching video on Civil War: HTTP://WWW.BRAINPOP.COM/SOCIALSTUDIES/FREEMOVIES/CIVILWAR/

Teachers provide choices using words or pictures depending on students’ PMC.

Students are provided with a map of the United States with a line drawn (Mason-Dixon

Line) dividing the Northern States from the Confederate States. Students will color-code

by coloring Northern states blue and Southern states gray and complete a key for the

map.

Students (in groups of various sizes) will be given a stack of pictures from the Civil War

era (e.g. cotton field, Confederate soldier, U. S. flag, etc.). In their groups, students will

determine where the pictures belong and then place them in baskets located on either

the “North” or “South” side of the classroom.

Students will sort photos of significant historical figures from the Civil War era and

pictures of people in the contemporary era.

Students will listen to an excerpt from If You Lived During the Civil War (page 25 and

pages 30-44) is read aloud. Class will discuss the read-aloud, then use pictures, words,

or drawings to reflect an activity from their lives and from the lives of children during

the Civil War era.

Students will complete a T-Chart comparing various aspects of children’s lives during the

Civil War and during modern times, after additional discussion of aforementioned read-

aloud and students’ reflections from the previous activity.

While listening to a read-aloud of a paraphrased version of the Gettysburg Address at:

HTTP://WWW.WESTMEADE.NET/LIBRARY/GETTYSBURGADDRESS.HTML , students will associate (students will

point to, hold up, touch, etc.) pictures of multicultural groups of people when prompted

by the teacher when they hear the word “people” during the read-aloud.

Students will create a collage of multicultural groups that illustrates the message of

“equality” in Lincoln’s speech.


http://www.westmeade.net/Library/GettysburgAddress.html



LEARNING PLANS AND ACTIVITIES LEVEL B: Watch video on Civil War: HTTP://WWW.BRAINPOP.COM/SOCIALSTUDIES/FREEMOVIES/CIVILWAR/ and

complete attached five W and H chart from the activity page.

Students will have a blank map of the Civil War era-United States and color-code it by

looking at a map projected onto the board. Students will create a key and answer

questions about the map.

Students will place pictures from the Civil War onto a T-Chart labeled North and South;

using information from the T-chart, students will describe and explain why a selected

photograph was placed on either side of the chart.

Students will label pictures of Civil War figures and describe their roles during the Civil

War.

Students will read pages 25 and 30-44 in If You Lived During the Civil War. Students will

fill in a graphic organizer in which they identify the differences in their lives from what

they read in the book.

After reading excerpts from Civil War on Sunday, students will complete a graphic

organizer comparing and contrasting their lives with the lives of characters from the

book. Students will use information form the graphic organizer to write a paragraph.

Students will listen to read aloud of paraphrased Gettysburg Address at:

HTTP://WWW.WESTMEADE.NET/LIBRARY/GETTYSBURGADDRESS.HTML . Students will discuss why the Civil

War was being fought and determine a main idea and provide at least one supporting

detail.




Lesson Strand 2: Reconstruction

LEARNING PLANS AND ACTIVITIES LEVEL D: Students will engage with the word “reconstruction” and manipulate a block model in

which they rebuild a tower or structure after it has been broken down.

Students will participate in Smartboard activity at:

http://exchange.smarttech.com/details.html?id=a0ea1b7c-c227-492a-8842-67c6423ea2ab. Students

will interact with Smartboard, touching various slides and features of the slide or use

technology to interact with presentation at their locations.

Students will manipulate numbered sentence strips of the 13-15 amendments and place

them in sequential order on a board with prompting.

Students will engage and interact with pictures from the South before and after the Civil

War and participate in a sorting activity (using the Smartboard, teacher-made chart,

etc.), with prompting.

LEARNING PLANS AND ACTIVITIES LEVEL C: Teacher will demonstrate the meaning of “Reconstruction” by creating block towers,

knocking them down, and rebuilding the original tower. Students will demonstrate the

meaning of “Reconstruction” by creating their own towers, knocking them down, and

rebuilding the original tower. Students will associate the word “Reconstruction” with

the activity.

Students will participate in Smartboard activity at:

http://exchange.smarttech.com/details.html?id=a0ea1b7c-c227-492a-8842-67c6423ea2ab. Students

will then identify the needs of freed slaves and list the problems faced by Southerners

after the War.

Students will use pictures from Civil War era that reflect the times before and after the

13th-15th amendments were written. Students will place the pictures on the correct D 75 Alternate Assessment Curriculum Framework 6-8 Social Studies Module 3: A Changing World Part 2

http://exchange.smarttech.com/details.html?id=a0ea1b7c-c227-492a-8842-67c6423ea2ab


side of a chart after determining if the picture depicts an action before or after the

Reconstruction amendments were written.

Students will sort pictures of the Southern landscape before and after the Civil War,

using a graphic organizer (T-Chart).

LEARNING PLANS AND ACTIVITIES LEVEL B: Students will recall and describe (expressed in words or pictures) the experience of

having something broken and then repaired. They will then compare their experience

to the experience of Reconstruction in the post-Civil War South.

Students will predict the types of problems that the people in the South would face after

the Civil War. They will then participate in a Smartboard activity at:

http://exchange.smarttech.com/details.html?id=a0ea1b7c-c227-492a-8842-67c6423ea2ab. Afterwards

students will cross-reference their list with the results from the Smartboard activity,

circle the problems/challenges that were the same, and add new items to their list, if

necessary.

Students will compare and contrast the rights of African-Americans before and after the

Civil War. They will look at the lives of African-Americans in the South before the Civil

War and the rights they had after the War. They will describe and explain how and why

the changes took place, then rewrite the 13th -15th amendments in their own words.

Students are given a chart with pictures of the South before and after the Civil War.

They will generate a list of ideas of what Southerners needed to do to rebuild their lives

after the Civil War, and make things resemble life before the War.



Lesson Strand 3: African-Americans after the War.

LEARNING PLANS AND ACTIVITIES LEVEL D: Students will be exposed to and engage with items necessary for daily living (water,

food, clothing, money).

Students will look at images that represent individuals who are enslaved and those who

are engaged in leisure activities. Students will be exposed to images that depict happy

or sad as a response to the activities in which they are involved (working in fields,

cooking, cleaning, dancing, etc.).

After engaging in two pleasurable activities, students will exercise their right to choose a

preferred activity.

After engaging in two classroom jobs, students will exercise their right to choose a

preferred classroom job.

Students will attend to a video of Frederick Douglass at

http://www.brainpop.com/socialstudies/famoushistoricalfigures/frederickdouglass/preview.weml.

Students will engage with the video by holding and looking at a picture of Frederick

Douglass.

LEARNING PLANS AND ACTIVITIES LEVEL C: After participating in a preferred and non-preferred activity for a teacher-established

time frame, students will express their feelings about their experiences in the different

activities.

Students will attend to video of Frederick Douglass at http://www.brainpop.com/socialstudies/famoushistoricalfigures/frederickdouglass/preview.weml.

Students will cut out and place pictures and/or statements of Frederick Douglass in

chronological order (e.g. create a timeline).

Students will look at pictures of both basic necessities and luxuries and sort them onto a

chart indicating what they can/cannot live without.


http://www.brainpop.com/socialstudies/famoushistoricalfigures/frederickdouglass/preview.weml


NOTE: Teachers need to modify the Power point and insert slides of pictures/images of

equality for the purpose of this activity

Students look at the following PowerPoint with teacher as a guided reading activity

about the Black Codes:

http://webcache.googleusercontent.com/search?

q=cache:xb5cXCx_jbcJ:missdworldofsocialstudies.wikispaces.com/file/view/Black%2BCodes%2Bof%2Bthe

%2BSouth%2Bin%2BReconstruction%2BEra

%2Bppt.ppt+black+codes+in+reconstruction+era&cd=5&hl=en&ct=clnk&gl=us&client=safari.

Students will hold up a “fair” or “unfair” sign after teacher reads each Code.

When given a map of the U. S. and a visual model, students will indicate northern

migration using their preferred writing tool (highlighter, crayon, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL B: Students will watch video of Frederick Douglass at

http://www.brainpop.com/socialstudies/famoushistoricalfigures/frederickdouglass/preview.weml.

Students will answer comprehension questions from BrainPop website and draw

“before/after” pictures that depict Frederick Douglass’ pre- and post-Civil War life.

After teacher’s presentation and class discussion, students are given two word webs

with the topics slavery and freedom. Students will complete word webs. The words can

reflect feelings, features of the two systems, or any other ideas students generate from

classroom resources and recall from previous lessons.

Students look through PowerPoint with teacher at http://webcache.googleusercontent.com/search?

q=cache:xb5cXCx_jbcJ:missdworldofsocialstudies.wikispaces.com/file/view/Black%2BCodes%2Bof%2Bthe

%2BSouth%2Bin%2BReconstruction%2BEra

%2Bppt.ppt+black+codes+in+reconstruction+era&cd=5&hl=en&ct=clnk&gl=us&client=safari. Students

turn and talk with partners about the injustices of the Black Code, make a list of five

Code rules, and select the one they feel is the most unfair and a reason why. Each

student will present his response to his classmates.


http://webcache.googleusercontent.com/search?q=cache:xb5cXCx_jbcJ:missdworldofsocialstudies.wikispaces.com/file/view/Black%2BCodes%2Bof%2Bthe%2BSouth%2Bin%2BReconstruction%2BEra%2Bppt.ppt+black+codes+in+reconstruction+era&cd=5&hl=en&ct=clnk&gl=us&client=sa







Students will compare and contrast the Black Codes to class rules and discuss why class

rules are just and the Code is unfair.

Students will look at pre- and post-Civil War population statistics of African-Americans.

They will identify the states on a map in which the African American population grew

and those states in which the population diminished by color-coding a map of the

United States.

Students draw migration lines from the South to the North and list reasons why African-

Americans wanted to move to the North.


Lesson Strand 4: Abraham Lincoln’s leadership as a president

LEARNING PLANS AND ACTIVITIES LEVEL D: Students will attend to Abraham Lincoln rap video at:

http://www.teachertube.com/viewVideo.php?video_id=216342, using gestures (eye-glancing,

pointing) as they engage with the video.

Students will engage with pictures depicting Lincoln’s life and presidency. With physical

prompts, students will place pictures on a timeline.

Students will engage with an analog clock face, moving the hands to indicate 12:00

midnight-the hour when the Emancipation Proclamation took effect on January 1, 1863.

Students will demonstrate an emotional response that African-American people felt

freedom was declared (e.g. cheering, giving a high-five, clapping, etc.).

Students will attend to, select, and place various photos and objects in a diorama, which

will portray the time of Lincoln’s assassination in the theater.

http://www.ducksters.com/history/abraham_lincoln_assassinated.php

http://biography.yourdictionary.com/articles/abraham-lincolns-accomplishments.html

LEARNING PLANS AND ACTIVITIES LEVEL C: Students will attend to Abraham Lincoln rap video at:

http://www.teachertube.com/viewVideo.php?video_id=216342

After watching video, students will identify the subject of the rap by selecting images of

Abraham Lincoln from an array of historical figures (e.g. Smartboard activity, teacher-

made worksheet, group of cards placed on table, etc.).

With physical prompts, students will place pictures (with dates) depicting Lincoln’s life

on a timeline, matching the printed dates on the pictures with those on the timeline

(teacher can provide additional scaffolding, depending on students’ needs.).

Students will view a video on BrainPop about the life and presidency of Abraham

Lincoln. Then students will create an artifact that illustrates his contributions as the 16th

president (diorama, montage, collage, iMovie, etc.). D 75 Alternate Assessment Curriculum Framework 6-8 Social Studies Module 3: A Changing World Part 2


http://biography.yourdictionary.com/articles/abraham-lincolns-accomplishments.html

http://www.ducksters.com/history/abraham_lincoln_assassinated.php


Students will create a journal entry reflecting how they would feel as African-Americans

after slavery was prohibited. They will use a Mood Meter to identify their own feelings

and use sentence starters or picture symbols to complete a template that indicates the

feelings of African-American citizens.

LEARNING PLANS AND ACTIVITIES LEVEL B: Teacher will use a KWL chart to assess students’ prior knowledge about Abraham

Lincoln. Students will then watch Abraham Lincoln rap video at:

http://www.teachertube.com/viewVideo.php?video_id=216342. After watching the video,

students will turn and talk with peers and two-three details that can be added to the

KWL chart.

Students will produce a short written piece about Abraham Lincoln, using information

from the class-generated KWL chart.

Students will view a video or videos on BrainPop about the life and presidency of

Abraham Lincoln. Then students will create an artifact that illustrates his contributions

as the 16th president (diorama, montage, collage, iMovie, etc.). The students will also

produce a written piece, responding to “Wh” questions (a teacher-made template may

be available, providing additional scaffolding as needed).

Students will construct a time line (based on teacher’s model) using information from

previous lessons; students will produce a written piece, including important dates and

facts of Abraham Lincoln’s life and presidency. Students will share their products.

Students will reviews slides at: http://www.slideshare.net/MichaelLee/how-to-write-an-obituary-in-

4-easy-steps-presentation. Students will receive a graphic organizer which will have the

elements included in the four steps from the slides. Students will use their timelines to

complete the graphic organizer, and then use the G.O. to create an obituary.

After viewing a video(s) about Abraham Lincoln on BrainPop, students will complete a

graphic organizer of facts drawn from the video. Students will use the facts to write a


http://www.slideshare.net/MichaelLee/how-to-write-an-obituary-in-4-easy-steps-presentation



letter to a friend, telling the friend about the president’s life and sharing their feelings

about the assassination of President Lincoln.


Lesson Stand 5: Case Study: Daily life of a Slave or Military Person

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to a reading of either of the books listed at the end of the module.

Students will engage with images of activities of the daily life of either a slave or military

family member. Students will place the images (as directed) on a schedule template

that reflects a typical day in the life of a slave or military person.

Students will compare/contrast the two schedules with teacher support.

Students will engage with and manipulate different items that either a slave or military

family member might use in daily life (soap, towels, hairbrush, glasses, etc.).

Students will participate in a cooking activity of Confederate Shortbread at:

http://www.totalgettysburg.com/civil-war-recipes.html or Hoecake at:

http://afroculinaria.com/2011/11/10/a-few-antebellum-african-american-recipes/, by manipulating

and requesting ingredients and utensils needed to make the breads.

Students will engage with a variety of pictures representing military and slave type

clothing. With support and prompting, students will dress paper dolls. http://www.education.com/worksheet/article/history-paper-dolls-civil-war/

LEARNING PLANS AND ACTIVITIES LEVEL C: Students will construct a schedule that reflects a typical day in the life of a slave or

military person by cutting out images from that time period (e.g. mealtime, wardrobes,

errands, activities, education, entertainment, transportation). Students will discuss the

similarities and differences between the schedules.

Students will create a diorama by drawing images or cutting out pictures that illustrate a

day in the lives of either slave or military person.

Students will infer how a slave or military person might be feeling in context of a story,

using text and illustrations by matching a real life photograph of emotions to the

illustration (e.g. girl smiling, boy crying, and person frowning).


http://www.education.com/worksheet/article/history-paper-dolls-civil-war/

http://afroculinaria.com/2011/11/10/a-few-antebellum-african-american-recipes/

http://www.totalgettysburg.com/civil-war-recipes.html

Students will participate in the reading of the recipe for Confederate Shortbread at:


http://afroculinaria.com/2011/11/10/a-few-antebellum-african-american-recipes/ Students will label

the ingredients by matching picture to objects/ ingredients listed in the recipe. Students

will use measuring skills and follow directions for the making of the cake.

Using a T-chart labeled Slave or Military, students will sort pictures of clothing from the

Civil War era.

LEARNING PLANS AND ACTIVITIES LEVEL B: After constructing schedule (include mealtime, wardrobes, errands, activities, education,

entertainment, transportation) to represent a day in the life of a military or slave

person, student will then compare and contrast his/her own daily schedule to the Civil

War era schedule by completing a graphic organizer.

After a read aloud of either of the two books listed in the resources, teacher will lead a

discussion of the living conditions for different families and produce a written or graphic

illustration summarizing discussion.

Students will brainstorm a list of concerns/challenges that people of different

backgrounds might face. Students will write a journal entry from the point of view of

that person; expressing one major concern (can be scaffolded with the use of a graphic

organizer).

Students will read the recipe for Confederate Shortbread at:


http://afroculinaria.com/2011/11/10/a-few-antebellum-african-american-recipes/ in class read aloud.

Students will answer comprehension questions about the recipe and ingredients.

Students will assist in making the bread (students can look at both recipes and compare

and contrast recipes).






Students will view a presentation of articles of clothing from the Civil War era and

modern times on a Smartboard. Students will site differences in clothing from the two

eras.


MATERIALS/ RESOURCES Laptops

Smartboard

Projector

Switch Devices

AAC Devices

Communication Boards

Microsoft Pages

Microsoft Word

Board Maker

Unique Learning Systems: Unit 17 (What is Equality: September)

WEBSITES: http://www.brainpop.com

http://www2.lhric.org/pocantico/civilwar/cwar.htm

http://www.tarheelreader.com

http://exchange.smarttech.com/details.html?id=a0ea1b7c-c227-492a-8842-

67c6423ea2ab

http://webcache.googleusercontent.com/search?

q=cache:xb5cXCx_jbcJ:missdworldofsocialstudies.wikispaces.com/file/view/Black

%2BCodes%2Bof%2Bthe%2BSouth%2Bin%2BReconstruction%2BEra

%2Bppt.ppt+black+codes+in+reconstruction+era&cd=5&hl=en&ct=clnk&gl=us&client=s

afari.


http://www.slideshare.net/MichaelLee/how-to-write-an-obituary-in-4-easy-steps-

presentation

HTTP://WWW.WESTMEADE.NET/LIBRARY/GETTYSBURGADDRESS.HTML















http://www.tarheelreader.com/

http://www.brainpop.com/

MANIPULATIVES Blank Maps/Maps of United States (current & Civil War era)

Photos (Civil War people, places & items)

Chart Paper

Pencils/Markers/Highlighters

AAC Devices

Baskets

Graphic Organizers (T-Chart, Word Web, Timeline, Venn Diagrams, W-H Chart)

Blocks

Sentence Strips

Objects Representing Necessities (Water, Food, Clothing)

Emotional/Feeling Cards

Index Cards

Fair/Unfair Signs

Class Rules

Class Schedule Templates

Boxes (Diorama)

Notebooks (Journals)

Glue/Scissors/Crayons

String

Cardboard

Recipe Items

Paper Dolls

BOOKS (including but not limited to)

Civil War on Sunday , by Mary Pope Osborne

If You Lived At The Time Of The Civil War , by Kay Moore

If You Lived When There Was Slavery in America , by Anne Kamma


You Wouldn't Want to Be a Civil War Soldier!: A War You'd Rather Not Fight , by Thomas

Ratliff

Ben and the Emancipation Proclamation , by Pat Sherman

Abe Lincoln Remembers , by Ann Turner

B is for Battle Cry: A Civil War Alphabet , by Patricia Bauer

VIDEOS http://www.brainpop.com/socialstudies/freemovies/civilwar/







Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the same

opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a basis

from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.


Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make known

to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development


and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).


Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a student to use

content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.


Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.


Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others (e.g.

replacing attention to task with stereotypic response; continuous noise production)o Behaviors which interfere with positive social interactions (e.g. grabbing belongings

of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.


Explanatory Notes: (Self-Regulation, Informed Choice-Making) An informed choice refers to a student’s selection (within a single activity) of one of two

(or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in

frustration on the part of students. Therefore, this type of procedure for insuring informed choice

is designed primarily for the purpose of occasional assessment rather than for the purpose of

ongoing instruction.


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