Karen Klass Special Education 405 Professor Shriner Accommodations Assignment Selected Student: Richard Title of Lesson: Barbie

in the Labor Force December 5, 2013

Name: Karen Klass, Social Studies Instructional Strategy and Accommodations Selection: Brainstorming Checklist for Differentiation/Universal Design/Accommodations Student for whom plan is being made: X Richard or Elaine Student Description Redefinement ((Please list your additional assumptions about student characteristics, strengths, weaknesses, problem areas): Richard will have difficulty with classroom material when it is presented in a mundane matter that includes a great deal of reading and text. Such difficulty and frustration may cause him to act inappropriately, leading teachers to assume that he has a behavior disorder when in fact he merely is having trouble with the manner in which the material is presented. Therefore, it is important to teach with multiple methods of instruction, which, not only highlight Richards strengths, but also draw upon his curiosity to motivate him to succeed. Examples include presenting material in an oral manner. If Richards reaching comprehension reaches 85-100% accuracy when text is read to him, such a manner can be used not simply as a substitute but also as a way to scaffold his understanding of written text. Likewise, presenting visual representations of content material may be effective. Demonstrating trends through graphs, charts, images, and photographs may provide a deeper conceptual understanding for Richard when trying to grasp course material. Likewise, providing Richard with opportunities to display his knowledge in an artistic and visual way will draw upon his strengths and curiosity in order to motivate him and engage him in the material.

Input: (What is Taught) (Identify aspects of lesson to be differentiated or accommodated e.g., text/materials used; concepts included) PowerPoint Slides will be presented outlining a brief history of women in the labor force.

Student Characteristic(s) which pose(s) a challenge

Suggested Differentiation/Universal Design/Accommodation(s)

Rationale / Explanation of Expected Benefits for Differentiation/Universal Design/Accommodation

Richards difficulty reading and paying attention for long period of time will pose a problem with typical text-heavy PowerPoint slides. Richards lower reading level will make the article challenging for him to understand and then discuss with the rest of the class.

An article from The Onion is a satirical piece integrated into the lesson to help display the portrayal and attitudes toward women in the workforce.

Output: (What the student does) (Identify aspect of lesson to be differentiated or accommodated e.g., assignments, tasks) The group discussion following the Onion article will require student engagement in a group setting as well as participating as a class.

Student Characteristic(s) which pose(s) a challenge

The slides will contain mostly graphs, images, and charts. Likewise, the slides will not have many words. The teacher instead will supplement student learning verbally to explain the information in relevant terms. The teacher will provide the same article written with an altered reading level for Richard to read. The content of the article will be the same, allowing Richard to participate in class discussion, but the level of difficulty will be made easier for Richard. Suggested Differentiation/Universal Design/Accommodation(s)

Integrating images and slides as the main form of instruction will benefit Richard by engaging him and relating to his interests.

The lowered reading level will make it easier for Richard to understand the content material. Thus, he will feel more confident participating in class discussion and engaging in the topic being taught.

Rationale / Explanation of Expected Benefits for Differentiation/Universal Design/Accommodation The clear structure of the discussion and multiple means of presentation will help grasp Richards attention and help him stay focused on the task at hand.

Richards lower reading level will make the typical article difficult for him to understand and a slow paced discussion will pose a problem if Richard has difficulty paying attention.

In addition to the modified reading Richard will be given, the discussion questions will be presented visually as part of the Power Point slides and verbally as the teacher presents them to

the class. Managing Behavior & Support (Includes scheduling/grouping changes) (Identify aspect of lesson to be differentiated or accommodated) The student will work in groups to complete the timeline activity. Students will work in these groups to place the different Barbie images in the time period for which they believe she was created. Student Characteristic(s) which pose(s) a challenge Suggested Differentiation/Universal Design/Accommodation(s) Rationale / Explanation of Expected Benefits for Differentiation/Universal Design/Accommodation

Since Richard has more difficulty focusing than other students, it is important to pay attention to which group I place Richard into.

Student Testing / Evaluation: (How you know what the student can do) (Identify aspect of lesson to be differentiated or accommodated e.g., assessment product) The Barbie Career Project requires students to choose a Barbie career for next year. They may present their selection in a short essay, letter to the CEO of Mattel, or create a picture/advertisement. Students must justify why the timing of that career choice is appropriate.

Student Characteristic(s) which pose(s) a challenge

I will place Richard with students who are constantly engaged and involved in class activities in order to prompt a positive behavioral environment for Richard. Likewise, I will place Richard with students who are patient and involve all group members. Suggested Differentiation/Universal Design/Accommodation(s)

Placing Richard with students who stay on track with activities will help maintain his focus and attention. Similarly, by placing Richard with patient students, I will place him in a setting that will maximize his involvement and participation. Rationale / Explanation of Expected Benefits for Differentiation/Universal Design/Accommodation

Simply asking students to write a short essay or letter to the CEO of Mattel would be problematic for Richard because his ADD often causes him to struggle with focusing on tasks that do not interest him.

Richard excels in art. Therefore, creating a picture or advertisement as Richards method of demonstrating his understanding of careers emerging at different times for women is an engaging and exciting task for Richard that will also demonstrate content knowledge.

Since Richard enjoys art and is talented in the area. I expect that offering such an option will spark his interest and encourage him to maximize the effort he puts into his project.

Karen Klass 11/17/2013 CI 403 Title: Barbie in the Labor Force Class/Subject: Social Studies, 11th grade Date: November 19, 2013 Student Objectives/Outcomes Students will define what labor force is. Students will identify trends in labor for participation. Students will be examining womens occupations historically. Content Standards CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Materials/Resources/Technology PowerPoint Barbie Cards Time Line CEO Barbie Criticized for Promoting Unrealistic Career Images Reading Teachers Goals To provide students with an accurate portrayal of women in the work force. To ensure students enhance their knowledge about the labor force and trends in labor participation. To make logical inferences and connections from Barbies occupations to real-life women.

8:00-8:10am

Start of Lesson: Explain that womens participation in the labor force has changed over time, both in the number of women workers and in the type of work women do. Show Slide 1 and tell students they are looking at a 1925 bulletin from the U.S. Bureau of the Census that provides the percentages of persons 10 years of age and over engaged in gainful occupations. Ask the following questions: 1. What percentage of women were working in 1880? (14.7) 2. What percentage of women were working in 1920? (21.1) 3. What was the trend in womens employment? (Increased each decade until 1920) Mens employment? (Increased each decade until 1920) 4. What might explain the drop in employment of both men and women in 1920? (Recession in 1920-1921, WWI had ended and economy was transitioning from wartime to peacetime). Introduction of Lesson: Explain that students are going to look at statistics and labor trends to study womens participation in the labor force and their career choices.

Accommodations: At the start of the lesson the essential questions will be listed on the white board so that Richard can easily see the questions to keep him focused on the important points throughout the lesson. In showing the first slide, Richard will quickly see that the presentation is visual and simplified. Upon asking the starting questions, ask students to write down responses. Therefore, they have plenty of time to think on their own before one student quickly answers. This gives students like Richard time to process the questions and answers. As the teacher walks around, she will be able to evaluate Richards level of understanding by glancing at the answers he wrote down.

8:10 am

Accommodations: By using clear and verbal directions to outline and overview of the lesson early on, the teacher will help keep Richard on track with what the teacher expects of him and the overall focus of the lesson. Accommodations: The teacher will ask a student to read the heading of the graph out loud which will not only benefit the typically-developing students in the class but will help Richard as well. Since Richard learns best through verbal mechanisms, challenging students to explain what they see will help engage a variety of students as well as help Richard understand the material in a

8:10-8:30am

Lesson Instruction: Show Slide 2. Instruct students to read the graph heading, and ask a student to describe what is shown on the graph. (The graph shows the percentage of the labor force held by women and the percentage of the labor force held by men by decade.) Define the labor force as the total number of workers, including both the employed and the unemployed. Explain that the unemployed are people without jobs who are actively

seeking work. So, the labor force consists of people who are working and those who are not working but seeking work. Ask the following questions: 1. What happened to the share of the labor force held by men from 1920-1960? (It declined from 80% to 68%) Held by women? (It increased from 20% to 32%) 2. For 1970, the share of the labor force held by men was projected to decline to 66% and the share of women in the labor force was projected to increase to 34%. Do you think these projections proved to be accurate? (Reasonable to expect the trends established over the previous decades to continue). Choose a student to read aloud the paragraphs under the graph. Ask the following questions: 1. Do you think that 1 in 3 women were in the labor force by 1970? 2. What share of the labor force do you think women represent today? 3. The decline of the share of men in the labor force is explained by early retirement of older men and a trend toward higher educational attainment of younger men. How would the pursuit of higher education explain a reduction in labor force participation? (If men spend more years in school, they have fewer years in the labor force.) Show Slide 3. Remind students that in 1960, the share of women in the labor force was expected to grow to 34 percent by 1970. Ask a student to determine from the graph the approximate percentage share of woman in the labor force in 1970. (Approximately 38 percent) Show Slide 4 and explain that these are the data represented

manner that works best for him. Similarly, teacher will provide Richard with a printed off version of the slides presented on the screen so that he is able take more time to study particular slides in order to fully understand the concepts. Allowing him the flexibility to spend more time on a particular topic or move on with the class at the typical pace helps Richard stay engaged. Likewise, by presenting Richard with written work in front of him, he will remain on task more so than if he did not have any clear, written direction. With his ADD, Richard may get distracted easily, but presenting him with a written and comprehensive version of the material presented on the screen Richard will likely stay focused. I will not ask Richard to read the short paragraphs underneath the graphs on the Power Point slides as I know that he struggles with reading and I do not want to cause him more stress or anxiety. However, I will provide him a copy of the slides which will allow him time to read and re-read the paragraphs at his own pace in order to encourage his understanding. Following the reading, I will ask opinion based questions or hypotheses that do not have one correct answer. By asking these questions and allowing Richard the opportunity to engage with such material, he will be involved in the class without the pressure of answering a particular question correctly. I will gage Richards understanding as we move along in the slides. If he seems to understand the information being presented I will encourage him to take part in interpreting the graphs on the screen. Since Richard

on Slide 3. Direct students to the title of this dataset: Womens Share of the Labor Force in the United States. Point out that these are annual data, with an observation date of January 1 from 1970 through 2000. Go back to Slide 2 and ask students for their projections for 2010 and record these on the board. Show Slide 5, which reveals the share of women in the labor force through 2011. Determine which students projections were closest. Discuss the differences in the students expectations as follows: 1. Based on the data, what is a reasonable projection of the share of women in the labor force between 2000 and 2010? (Answers will vary, but students might say it is reasonable to project that the share of women in the labor force would have increased at a decreasing rate, or that it would gain less than 1.3 percent.) Explain that just as the share of women in the labor force has changed, so has the type of work women do. Show Slide 6. Ask students to take a moment to study the slide and then call on a student to explain what the slide reveals. (The chart reveals the 10 largest occupations of women from 1900 through 1950.) Ask the following questions: 1. What were the largest occupations held by women in 1900? (General household workers; teachers; saleswomen; housekeepers; laundresses; farm workers [paid and unpaid]; dressmakers; and operatives in textile mills) 2. How did the list change in 1910-1950? Show Slide 7 and ask the following questions: 1. What occupations remain in the top 10 for women in

seems to excel with visual images and understandings, I expect that he will thrive with the content presented which will boost his overall academic confidence. Similarly, by providing graphs and tables that convey the exact same information in varied mechanisms, I hope that at least one of the means of expressing the data is one that Richard relates to. By presenting data in a variety of ways, I hope to reach all students and encourage them to grasp the information that they relate to most. By integrating predictions in to the instruction, students are able to explore the information and make educated hypotheses in a non-threatening environment. Evaluation student participation and active involvement rather than correct answers with the instruction component of the lesson helps engage students without the pressure that they need to be correct. Teaching the instructional piece of the lesson containing labor tends in a guided discussion format will engage students like Richard who have difficulty paying attention to one-sided lecture The following questions and information are entirely drawn from visual charts and representation of data, which is extremely conducive to Richards needs. Therefore, no further differentiation is needed in this regard.

2010? (Secretaries and administrative assistants, registered nurses, elementary and middle school teachers, retail salespersons, and waiters and waitresses). 2. Office clerks (formerly labeled general clerical workers) and bookkeeping are still in the top 20 occupations. Why are telephone operators no longer on the list? (That occupation is obsolete.) Small Groups: Place students in groups of 4 or 5 and distribute a deck of Barbie cards from Handout 3: Barbie Cards, Handout 4: Barbie Careers Time Line. Instruct students to display all of the Barbie cards. Tell them their task is going to be to place the cards on the time line in the correct order the Barbies were introduced. After the activity, Display Slide 8, which provides the years Barbies were released, including those in the cards and others. Have students rearrange the Barbie cards at the appropriate dates on the time line(s). Explain that students have speculated as to why some Barbie careers were chosen. Often, Barbie careers followed historical events and trends or focused on occupations that the maker of Barbie might want to encourage women to pursue. Distribute Handout 5: Onion Article and instruct students to read the article regarding the choice of CEO Barbie. Show Slide 9 and ask the following questions: 1. According to the Onion article, how many of the top 500 American companies had a female CEO in 2005? (9) Working in small groups, special attention will be made in regard to the group Richard works with. I will make sure that he works with diligent students who will not distract him from the assignment, yet students who are also patient and allow him enough time to process the information and participate in the activity and not complete all of the work without his input.

Richard will be given the article from the Onion as well, but his version is modified in order to account for his lower reading level. It contains the same content material so he will be able to engage in discussion. Likewise, it is formatted in the same way so students

2. What percentage of Fortune 500 CEOs were female in 2005? (1.8) 3. What is the trend in the appointment of female CEOs in Fortune 500 companies since 1995? (It is increasing.) 4. Is the article merely humorous or is there an element of truth? (Students will likely recognize that, although the trend for Fortune 500 companies to hire female CEOs is increasing, 3.8 percent indicates that aspiring to become a female CEO of a Fortune 500 company is, at this point, unlikely for most women. Be sure students recognize that the Onion is a satirical publication.) 8:30-8:50am Assessments/Checks for Understanding: Assign students to choose a Barbie career for next year. They must present their selection in a short essay, letter to the CEO of Mattel, or a picture/advertisement. Justify why the timing of that career choice is appropriate.

will not notice a stark distinction between their articles and Richards. Because of Richards difficulty with reading comprehension, as a teacher I need to emphasize that the article is satirical in nature. I need to reiterate this so that Richard does not interpret the meaning as literal and misunderstand the reading and its humor. This is an important component to remember as a teacher for all students who may not be exposed to satirical material. Accommodations: The very premise of this assignment is differentiated for all students, with a special focus on Richard. By allowing students to choose the method they wish to use to present their understanding of the content material, I am allowing them the flexibility and creativity to engage in a project that they believe they will be most successful. Specifically in Richards case, by allowing him to create a picture or advertisement I am narrowing in on his artistic abilities. This assignment will not only draw upon his strengths but also ensure that he is engaged and focused on the assignment at hand. Accommodations: The wrap up questions will appeal to Richard because they now draw upon prior knowledge that he has acquired throughout the lesson. This will boost his confidence in answering questions and engaging with the class by demonstrating his knowledge. Likewise, the final question seeks to appeal to

8:50-9:00am

Closure/Wrap-Up/Review: Ask the following questions: 1. What is the labor force? (The labor force is the total number of workers, including both the employed and the unemployed.) 2. Approximately what percentage of the labor force is now occupied by females? (approximately 46.5)

3. What is the trend in womens share of the labor force? (It had been increasing until 2011 but recently declined). 4. What is the trend in womens career choices? (Answers will vary, but students should point out that most of the top10 female occupations in 1950 remained in the top-20 female occupations in 2010). 5. How might girls and women be encouraged to enter more diverse fields, such as computer science and physics? (Students might suggest that more women in these roles be portrayed in the popular media, that women be required to take intro courses in these fields, or that efforts be made to change the perception women have of those who enter these fields by hearing from more women engineers.) Self-Assessment: N/A

Richards natural curiosity through its relevancy. By applying the lesson to real life application, I am moving beyond the realm of classroom information and asking students to make the material real and relevant, a tactic that is relatable for all students, including Richard.

CEO Barbie Criticized For Promoting Unrealistic Career Images

Issue 41 36 Sep 7, 2005

EL SEGUNDO, CAToy company Mattel is under fire from a group of activists who say their popular dolls latest incarnation, CEO Barbie, encourages young girls to set impractical career goals. This doll furthers the myth that if a woman works hard and sticks to her guns, she can rise to the top, said Frederick Lang of the Changes Institute, a childrens advocacy organization. Our young girls need to learn to accept their career futures, not be set up with ridiculously unattainable images. The issue was first brought to national attention by mother, activist, and office manager Connie Bergen, 36, who became concerned when her 5-year-old daughter received the doll as a birthday gift and began playing CEO. Women dont run companies, Bergen said. Typically, those with talent, charisma, and luck work behind the scenes to bring a mans vision to light. She added: Real women in todays work force dont have Barbies Dream Corner Office. More often than not, they have cubiclesor Dream Kitchens. I mean, whats next? Accepted By Her Male Peers Polly Pocket? Despite the growing furor over the doll, Mattels top brass has indicated no plans to cease its production, insisting that the newest member of the Barbie family represents a positive role model for girls. Young girls can be anything they want. There is nothing standing in their way, read a statement signed by Mattel CEO Robert Eckert, president Matt Bousquette, executive vice president Tom Debrowski, and CFO Kevin Farr. Said Bergen: I graduated cum laude from Radcliffe and have worked hard all my life, and my career doesnt look anything like Barbies. Currently, there are only nine female CEOs in Americas top 500 companies. To tell our daughters anything else is a lie. Figures released by the Changes Institute indicate that, although women make up 46 percent of the work force, a mere 15 percent are senior managers. Lang maintains that these facts dont square with the image of the career woman put forth by the doll.

Said Lang: Any girl who thinks that she can run a large corporation when she grows up is in for a bitter disappointment, and it is simply shameful that Mattel would seek to cash in on impressionable young girls this way. CEO Barbie comes with a number of accessories and environments, including the Super Barbie Conference Fun Table, Barbies Company Dream Car and Underpaid Assistant Ken. But by far the most popular version of the doll has been the Talking CEO Barbie. This doll says things like, Did you get me those projections? and, We need to cut our operating costs by 10 percent, Lang said. It is dishonest to dangle this carrot of success in front of our daughters noses, when we know that the odds that a girl will grow up to order someone around are virtually zero. Lang said he does not expect Mattel to recall CEO Barbie, but he wants to send a powerful message to the people in charge. When your daughter comes home crying because she was passed over for a promotion for the fourth time, what are you going to tell her? Lang asked. It would be easier if shed been raised with dolls like Glass Ceiling American Girl, Service Sector Bratz, or Maria The White House Maid.

Modified Reading: Original Fleish Kincaid 9.6, Modified Fleish Kincaid 7.2

CEO Barbie Criticized For Promoting Unrealistic Career Images

Issue 41 36 Sep 7, 2005

EL SEGUNDO, CA A toy company named Mattel is being criticized. Mattel is the company that makes Barbie Dolls. Critics say that the newest doll, CEO Barbie encourages girls to set career goals that are not realistic. This doll furthers the myth that if a woman works hard and sticks to her guns, she can rise to the top, said critic Frederick Lang. Our young girls need to learn to accept their career futures, not be set up with ridiculously unattainable images. Connie Bergen raised the issue. Connie has a 5-year-old daughter who got the doll for her birthday and started playing CEO. Women dont run companies, Bergen said. She believes talented women should work behind the scenes for men. She thinks Barbies Dream Corner Office is unrealistic. She says that women usually have cubicles or Dream Kitchens. Whats next? Accepted By Her Male Peers Polly Pocket? Despite criticism, Mattel will not stop producing CEO Barbie. They think she is a positive role model for girls. Young girls can be anything they want. There is nothing standing in their way, said Mattels CEO. Connie Bergen argued, I graduated cum laude from Radcliffe and have worked hard all my life, and my career doesnt look anything like Barbies. Currently, there are only nine female CEOs in Americas top 500 companies. To tell our daughters anything else is a lie. According to the Changes Institute, only 15 percent of women are managers even though women make up 46 percent of the work force. Critic Lang says these numbers show the career path of women. Any girl who thinks that she can run a large corporation when she grows up is in for a bitter disappointment, and it is simply shameful that Mattel would seek to cash in on impressionable young girls this way.

CEO Barbie comes with many accessories and environments. These include: the Super Barbie Conference Fun Table, Barbies Company Dream Car and Underpaid Assistant Ken. The most popular version of the doll is Talking CEO Barbie. She says, Did you get me those projections? and, We need to cut our operating costs by 10 percent, Lang said. Lang believ es the Barbie is giving girls false hope when the chance that they have almost no chance to grow up and be successful. Lang does not want Mattel to recall CEO Barbie. He wants the people in charge to understand his message. When your daughter comes home crying because she was passed over for a promotion for the fourth time, what are you going to tell her? Lang asked. It would be easier if shed been raised with dolls like Glass Ceiling American Girl, Service Sector Bratz, or Maria The White House Maid.

Barbie Careers Time Line

2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999

1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1984

1983 1982 1981 1980 1979 1978 1977 1976 1975 1974 1973 1972 1971 1970 1969

1968 1967 1966 1965 1964 1963 1962 1961 1960 1959

Reflection The Accommodations Assignment was one of the most relevant tasks I have engaged in throughout my entire career in the Secondary Education program at the University of Illinois. I admire the commitment that all of the Special Education staff at the University have toward ensuring that General Education teachers will take the time and energy into ensuring success for all students in their classrooms, including those with special needs. Too often, are students with special needs disregarded by general education teacher because they see these students as the responsibility of special educators, when in fact this is not the case. My older brother Ira has profound intellectual disabilities. While his Special Education teachers have been life changing, it is the leadership and commitment of General Educators that have allowed Ira to prosper in an integrated setting both academically and socially. In addition to modifying texts and accommodating student needs, genuine commitment, compassion, and empathy for students with special needs ensures that these students are treated with the respect they deserve and sets the same expectation for typically developing peers. Similarly, I believe that the assignment was valuable because it is not only students with special needs who need special support and attention. All students are different and learn best under varying types of conditions. Recognizing these differences is a crucial piece of being an effective educator. I have had the pleasure of working one-on-one with several campers at an overnight camp who have developmental disabilities in integrated settings. I believe that these experiences not only opened my eyes to the wide array of challenges individuals face, but have also made me more adept to work with all types of children, even those classified as typically developing. What this assignment touches upon most is the fact that all students, just as all people, are different. Recognizing these differences and understanding that no normal exists is a large component of becoming a sensitive, and effective educator.