civil rights movement of the 1960s

You are planning a lesson on the civil rights movement of the 1960s.  You have planned activities that include students reading both the textbook and several primary sources from the library. Consider the five students we have profiled below.  Select two students from the group and discuss their readiness to learn from both a knowledge base and background perspective.  Be sure to identify the students you select, and defend your response with evidence.

• Sam has an avid curiosity and a learning disability. He reads three grades below level, is quite good in math and science, and loves performing in class skits.
• Priscilla is identified as gifted and talented, but she is easily bored in class. She loves drawing and often doodles when she is bored. She has begun distracting her peers, talking during instruction, and shunning homework.
• Greg is an average student who gets along well with his classmates. He falls on the high functioning end of the autism spectrum. Procedures and routines are critical to his daily performance. He dreams of being a fireman someday.
• Isaiah is a good kid but is easily distracted. He has ADHD and is not medicated.  He is constantly in motion, moving about the room, and during a discussion, he has a difficult time maintaining focus with so many ideas floating around. When he does participate, he is usually two or three thoughts behind. He is limited English proficient.  He has never passed the state assessment and still receives sheltered instruction because he is an ESOL student.  Isaiah loves playing soccer.
• Josue just moved to the U.S. from his native Mexico. He is economically disadvantaged, and his English is limited. He does well when he clearly understands what is expected and why he is learning the particular content. He loves spending time with his grandfather.