Students will be able to create a public service announcement about the violation of Human Rights using at least one multimedia program.

 Analyze how the values of a nation and international organizations affect the guarantee for human needs.  Consider the need to respect the rights of others, to respect others points of view.  Understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions

 Very energetic student  Has difficulty staying on task long enough to complete an assignment,  Rarely ready to begin class, continually forgets his textbook and homework.  Distracted easily.  When an activity interests him, he has no problem focusing, and becomes nearly impossible to pull him away. Adaptations  Allowing Charlie to choice his topic with a partner so it will be of interest to him.  Allowing students to work with a partner, will have someone to redirect Charlie if he does not remain on task.  Broke the task into smaller steps, so that Charlie can work on one small task at a time and work up to the completion of the whole project.  Gave students many options for types of media and programs they are able to use, which will help Charlie to find a project that is of interest to him.  Give Charlie a timer and a certain amount of time to complete each step of the project.  Set up a reward system, so that after Charlie completes one step of the project he is able to spend a few minutes playing a game.

 Has Cerebral Palsy, which causes him to lack fine motor skills  He uses a wheelchair to get around  Uses a computer with an adapted keyboard and voice recognition software to help with his writing  Speaks slowly but intelligibly, has strong strategic skills  His motor difficulties make the pace of the class difficult for him at times, which causes discouragement  Barely keeping up in mainstream classes because of slow reading and writing abilities Adaptations  Using a screen reader in addition to his voice recognition software will allow Jamal to keep up with (or work at a closer pace to) his peers  Working with a partner  Provide Jamal with a print out of the tasks, so that he can move at a comfortable pace  More in class time  Various means of representation  Various means of engagement

 Relates well to her peers, respects her teachers, and adores sports  Long-term struggles with academics  Kamla has been identified as a “slow reader” because of decoding deficits  Struggles with fluency in both reading and writing  Enjoys reading about sports because she is interested and because there is no time limit  Appears disengaged from learning  Her ability to persist and understand the need for hard work is only evident during basketball Adaptations  Screen Reader  Various means of expression – use alternative assignments/tasks  More in class time  Various means of representation  Various means of engagement  Positioning system – close to teacher during modeling and instruction  Partner work  Electronic/talking dictionary/thesaurus, spelling & grammar checker  Assignments are broken into smaller tasks – via blog  5 Ws H Organizer

 Worksheets - KWL - 5W’s - Cause/Effect  Pen/Pencil  Computer, Printer, Internet Access (all students will have access for project in class)

 Motivation: Discussion & Video  Response to video (blog “L” section)  Activate Prior Knowledge (KWL graphic organizers)

 Video Video  Newsletter Newsletter  Rap Rap

 Web Quest Web Quest