The document provides information and suggestions for involving students with autism in social studies classes. It begins with background on autism as a spectrum disorder impacting communication and social interaction. It then discusses general considerations for students with autism, such as communication difficulties, sensory sensitivities, preference for routine, and challenges with social interaction. Examples are provided of adapted social studies assignments, like a group activity on labeling Canadian provinces and a think-pair-share on the Great Depression. Suggestions are offered for each assignment to support students with autism, such as written instructions, visual supports, and explicit directions. Resources on teaching students with autism are also referenced.
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Some Guidelines for Working in Groups on Sensitive Topics: The Homicides of B...Jane Gilgun
The recent grand jury decisions not to indict the homicides of black men by while police officers have created a nation-wide storm of concern and protests. This powerpoint provides some guidelines for doing group work with people who share these concerns. The ideas in the presentation are meant to stimulate creativity and action.
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Workshop presented at 2013 NCSS conference in St. Louis. Web sites, activities, resources to involve all students in successfully meeting Common Core standards.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. University of South Alabama
Mobile, Alabama
Dr. Linda Reeves
lreeves@southalabama.edu
Dr. Susan Santoli
ssantoli@southalabama.edu
3. What is Autism
• Autism is a developmental disorder that
impacts the way a person perceives and
communicates.
• It is a spectrum disorder that affects each
person to a varying degree, ranging from
mild to severe.
-Organization for Autism Research
4. “You have children with autism who are non-
verbal, and then you have children with
autism who know more words than a
university professor. You have children with
autism who would rather be by themselves.
And then you have those who want friends,
but who do not know how to make them.”
Brenda Smith Myles, Ph.D.
Ohio Center for Autism and Low Incidence
Columbus, OH
5. General Considerations
• Communication Difficulties
– Don’t initiate conversations, asking for help,
clarifying, or expressing needs
• Sensory Sensitivities
– Anxious
– May have sensitivities to noise, scents, touch
• Routine Oriented
– Like structure
6. General Considerations, Con’t
• Social Interaction Difficulties
– Some students have very specific or fixated
interests
• Repetitive Behaviors
– Some students may engage in prominent or
less prominent body movements
– Need a “Home Base”-safe place
7. Activity Schedules
• Provide explicit instructions on:
– What will they be expected to do?
– How much will they have to do?
– How will they know when they have finished?
– What’s next?
THESE ARE THE FOUR KEY QUESTIONS
FOR ANY ASSIGNMENT.
9. Group Jigsaw on Naming the
Canadian Provinces
• Students will be in groups of 4
• Each group will be responsible for submitting a
correctly labeled map of Canada from an outline
map distributed by the teacher
• Each student will have a clue card with four
clues which are unique-no one else in the group
has the same clues.
– Some clues will be helpful in filling out the
map, some will not
10. • Each group will decide on who will fill out
the map and how the clues will be read
• The groups will then brainstorm the clues
to come to conclusions about the location
and names of the provinces
• The class will come back together as a
whole, go over correct answers and
talk about which clues were most
helpful and the process each
group used.
11. Suggestions for this assignment
Written Instructions
Choose who will fill out the map
Choose how the clues will be read
Listen to each clue and try to figure
the location and name of province
Fill in the map
Next, the class will go over the correct
answers and discuss clues
When finished get ready for lunch
12. Think-Pair-Share Activity
• Students are asked to individually give
their opinion on what factor was the most
significant in causing the Great
Depression. They will write down their
answers.
• After writing down their own answers, they
will share answers in pairs and will be
asked to write down something about their
partner’s factor that they hadn’t
considered.
13. Suggestions for this activity
What was the
most significant
factor that caused
the Great
Depression?
_____________
_____________
One thing I
learned from my
partner was:
____________
____________
Written Instructions
Write one important reason that
caused the Great Depression.
Share your answer with your
partner.
Listen to your partner’s answer.
Write one thing you learned
about the Great Depression from
your partner.
Place your paper in the
completed tray.
Get ready for PE
14. Lecture/Note Taking Scenerio
• The teacher will begin discussing the
immediate causes of the American
Revolution in a 15 minute segment, using
a powerpoint as the outline for his/her
lecture.
15. Suggestions for this activity
• Enhance lecture with visual
information
• Provide graphic
representation of the
content
• Provide notes
• Provide explicit instructions
about taking notes
Immediate Causes of the
American Revolution:
1.
2.
3.
16. Working with Primary Sources
• Differentiated Lesson Activity on the Black Death
• Four student groups examining four different
sources on the Black Death
• Each group focusing on the same questions:
1. How did the Black Death affect the treatment of family members toward one
another?
2. What were the symptoms of the disease?
3. How did people of the time view what was happening to them?
4. What methods of prevention/cure were used and how successful were they?
5. What was the effect on the population of the cities and towns?
17. • Group 1: Quotes from the time of the Black Death
• [The black death victims] “ate lunch with their friends and dinner with their
ancestors in paradise.” Giovanni Boccaccio
• “Neither physicians nor medicines were effective. Whether because these
illnesses were previously unknown or because physicians had not previously
studied them, there seemed to be no cure. There was such a fear that no one
seemed to know what to do…” Marchione di Coppo Stefani
• “Physicians could not be found because they had died like the others. And
those who could be found wanted vast sums in hand [lots of money paid up
front] before they entered the house…Child abandoned the father, husband
the wife, wife the husband, one brother the other, one sister the other.”
Marchione di Coppo Stefani
– “They died by the hundreds, both day and night, and all were
thrown in…ditches and covered with earth. And as soon as those
ditches were filled, more were dug. And I, Agnolo di Tura…
buried my five children with my own hands…And so many died
that all believed that it was the end of the world.” Agnolo di Tura
del Grasso
18. Group 2: Description of the Black Death
•http://europeanhistory.boisestate.edu/westciv/pla
•http://europeanhistory.boisestate.edu/westciv/pla
19. Group 3: Prints, engravings and paintings of the Black
Death
http://static.howstuffworks.com/gif/black-death-1.jpg
http://www.uncp.edu/home/rwb/black_death.jpg
http://i2.wp.com/scienceheathen.com/wp-
content/uploads/2015/01/image48-e1421693267291.jpg
http://openplaques.org/plaques/8254
20. Group 4: Video about the Black Death
http://www.youtube.com/watch?
v=pNHQlaT0MIM&feature=player_embedde
d#!
21. Suggestions for this Assignment
How did the
Black Death
affect the
treatment of
family
members
toward one
another?
What were
the
symptoms of
the disease?
How did
people of
the time
view what
was
happening
to them?
What
methods of
prevention/
cure were
used and
how
successful
were they?
What was
the effect on
the
population of
the cities
and towns?
1.
1.
2.
3.
1. 1.
2.
1.
2.
3.
22. Analyzing a Photograph
All students will be
asked to use the
Photograph Analysis
Sheet from Digital
History and the
National Archives
and Records
Administration for
their analysis
http://www.digitalhistory.uh.edu/te
achers/worksheets/photo_worksh
eet.pdf
23. Suggestions for this assignment
Observation Knowledge Interpretation
Describe three
things you see in
the photograph (for
example, the
people, the
objects, the place,
the season).
Name two things
you know about
this time period or
event?
Would you
conclude that the
people in are
happy or upset?
1. 1. Name one reason
why?
2. 2.
3.
24. RAFT Assignment
• ROLE- Kaiser Wilhelm II
• AUDIENCE- European Heads of
State
• FORMAT-Recipe
• TOPIC-How to Start a World War
25. Suggestions for this assignment
Ingredients:
1 cup
1/2 cup
1/4 cup
1/4 cup
Directions:
Combine ___ & ___
Slowly mix in ______
Blend in _____ and mix well
Bake 1 hour, or until ___
26. Analyzing Perspective
• French Revolution Diary
– Decide who you will be: nobleman/woman, visitor
from England or U.S., peasant, bourgeoisie, clergy,
royals, city worker
– 1. Give yourself a name
– 2. You are going to produce 10 excerpts from a diary
that might have been written during the French
Revolution. These should only be a few sentences
long, but they should reveal what might be
happening to you as a member of your
particular occupation or Estate and how you
feel about what is going on, at various times
from 1789 to 1794
27. Diary, con’t
3. Include the month and year of your event
and day, if important.
4. Seven of the entries need to be based on
actual events. Your first entry should
also include an introduction to your
character.
-Some suggested dates are: June, 1789, July 14,
1789, August 1789, October, 1789, summer
1791, January, 1793
28. Suggestions for this assignment
• Provide step by step written instructions
• Provide diary excerpts and have the
student identify the character, feelings,
and time period or event.
• May require alternative assignment.
29. Homework Scenerio
• Students have been asked to compose an
epitaph for a tombstone for Booker T.
Washington, for homework, after studying
him in class that day.
• They have been given the outline of a
tombstone and are to write four lines or
descriptors on the tombstone, then explain
on the back of the sheet why they chose
what they did.
30. Suggestions for this assignment
Written Instructions
Write two facts about
Booker T. Washington.
Write two things he
accomplished.
On the back of the sheet
explain one reason you
choose each of the facts
and accomplishments.
Put away in homework
folder to turn in tomorrow.
Booker T.
Washington
1856-1915
32. Resources
• Understanding Autism: A Guide for
Secondary School Teachers- 4 videos
(https://www.youtube.com/watch?
v=4yAAOI6JUsM) and a resource guide
(http://csesa.fpg.unc.edu/sites/csesa.fpg.u
nc.edu/files/UnderstandingAutismSeconda
ryTeachersGuide.pdf)
33. Resources cont.
• Schopler, E., Mesibov, G., & Hearsey, K. (1995).
Structured teaching in the TEACCH system.
In E. Schopler & G. Mesibov (Eds.), Learning
and Cognition in Autism(pp. 243-268). New
York: Plenum Press.
• Mesibov, G. B., & Howley, M. (2003). Accessing
the curriculum for pupils with autistic
spectrum disorders: Using the TEACCH
program to help inclusion. David Fulton
Publishers.