Name of Lesson Author: Christina Collins

Unit: Civil Rights

Title of Lesson: Section 504
Grade: 3
Subject: Social Studies

Integration of Learning Outcomes

The student will be able to explain how Section 504 is a civil right by responding
to a prompt in his/her journal.
The student will be able to make a connection between Section 504 and our
historys past civil rights movements.
The student will be able to demonstrate a clear understanding for some disabilities
section 504 covers by participating in multiple activities.
The student will be able to pull key information from the Section 504 prezi and
complete a given worksheet.

Standards
Standard - 5.2.12.A Evaluate an individual's civil rights, responsibilities and
obligations in various contemporary governments.
Standard - 8.3.3.D: Identify and describe how conflict and cooperation among
groups and organizations have impacted the history and development of the US.
Themes:
Civic Ideals and Practices
o 10B) Identify examples of rights and responsibilities of citizens;
Global Connections
o 9F) Investigate concerns, issues, standards, and conflicts related to
universal human rights, such as the treatment of children, religious groups,
and effects of war.
Power, Authority, and Governance
o 6H) Recognize and give examples of the tensions between the wants and
needs of individuals and groups, and concepts such as fairness, equity and
justice.

Anticipatory Set
The teacher will post the question do you think students needs are being met in
school? Yes/No on the Smart Board. Each students name will be posted
underneath the question along with a yes/no section. Once the students pick a side
they will have to go up to the Smart Board and touch their name then physically
drag their name to which section they chose.

Procedure
To begin this lesson the students will participate in an activity focusing on
different disabilities. During this activity the groups will spend 10 minutes at
each station completing 1 or 2 activities. At each station, the students will get to
experience what it might feel like to have these disabilities and what people with
disabilities go through every day. There will be four different stations set up
around the classroom that include:
o Station one: Vision impairment (student directions attached)
Activity- Blind drawing (students putting on blind folds and using
crayons to color)
o Station two: Hearing impairment (student directions attached)
 Activity- Static listening station (students will use put on ear
phones where they will listen to static sounds)
o Station three: Learning disabilities (dyslexia) (student directions
attached)
Activity- students will be given the Pledge of Allegiance written
backwards and will have to recite it how it is written. Students will
be given a list of color words but the words will be a different
color than then what the word says. Example: BLUE RED
YELLOW
o Station four: Physical impairment (student directions attached)
Activity- opening a lid with one hand
After 40 minutes of completing the activities the teacher will have the students
return to their desks for a discussion.
The teacher will ask the students:
o How did you feel during this experiment?
o Were the tasks difficult for you to complete?
After hearing student responses the teacher will explain to the students that the
experiment was to help them understand how people with certain disabilities may
feel.
The teacher will then explain how vision, hearing, physical impairments and
learning disabilities are a few of the many conditions covered under Section 504.
The teacher will then explain how Section 504 is anti-discrimination, civil rights
statute that requires the needs of students with disabilities to be met as adequately
as the needs of non-disabled students are met.
The teacher will use the technique of thumbs up/ down to formally assess if the
students are beginning to understand what Section 504 is.
The teacher will then make the connection of our past and present by explaining
how Section 504 plans are an example of how we still fight for civil rights today.
The teacher will then have students view a Prezi with information regarding
section 504 on their IPads.
o http://prezi.com/80wxjwjaswdd/?
utm_campaign=share&utm_medium=copy
The students will then be instructed to answer the following questions on a
worksheet
o What is section 504?
o Who can receive Section 504?
o How are accommodations made for those who qualify?
o When can someone receive Section 504?
o Why is Section 504 a civil right?
o How does Section 504 relate to our historys past civil rights movements?

Differentiation
Stations 1,2,3 and 4 will benefit kinesthetic learners by physically moving and
manipulating the materials at each center.
The YouTube video in the Section 504 prezi will help linguistic leaners by hearing
the student in the video speak about his experience with section 504.
The closure activity and the Section 504 worksheet will benefit linguistic learners
by writing a journal entry and the worksheets answers.

Closure
 Students will write a two dollar summary of Section 504 and how it is a civil
right in their journals. Each word is worth ten cents.

Formative / Summative Assessment

The journal entry and worksheet will be just as form of formative assessment to
check for understanding of what section 504 is and how it is a civil right.
The teacher will formally assess the students understanding of Section 504
throughout the lesson by using the technique thumbs up/down.

Materials / Equipment
Section 504 Prezi
Activity one- blind folds, paper, crayons
Activity two- CD playing static, Cd players, headphones
Activity three- Pledge of Allegiance lyrics typed backwards copies and color
sheet copies
Activity four- jars with twist of lids
Journals
Section 504 Worksheet
Direction sheets for each station

Technology
Section 504 Prezi
SmartBoard
Section 504 YouTube video
Welcome to station 1! This station will
provide you with tools that will help you
understand what it may feel like to be
visually impaired.

Directions:
Grab a piece of paper and crayons.
Place a blindfold around your eyes. No peeking!
Draw a picture.

To connect this activity to our civil rights unit ask yourself:

Have I seen any accommodations in my school for those who are visually
impaired?

Questions to think about while participating:

Is this activity challenging for me?
What can I do to help someone who is visually impaired?
 Welcome to station 2! This station will
provide you with tools that will help you
understand what it may feel like to have a
hearing impairment.

Directions:
Place the headphones over your ears
Press PLAY on the CD player
Listen to the noise

To connect this activity to our civil rights unit ask yourself:

Are students with hearing impairments segregated at our school?

Questions to think about while participating:

Is this activity challenging for me?
What can I do to help someone who has a hearing impairment?
 Welcome to station 3! This station will
provide you with tools that will help you
understand what it may feel like to have
the learning disability called dyslexia.

Directions:
Use the Pledge of Allegiance lyric sheet to recite
the pledge (Oh wait, something is different!)
Once you have completed that activity, read the
color chart.
To connect this activity to our civil rights unit ask yourself:
Are people with dyslexia treated equally at our school?

Questions to think about while participating:

Is this activity challenging for me?
What can I do to help someone who has dyslexia?
 Welcome to station 4! This station will
provide you with tools that will help you
understand what it may feel like to have a
physical impairment.

Directions:
Place one hand behind your back
Twist off the lid

To connect this activity to our civil rights unit ask yourself:

Are people who are physically impaired discriminated against in our school?

Questions to think about while participating:

Is this activity challenging for me?
What can I do to help someone who has a physical impairment?
Name:________________
Date:_________________

Section 504

Directions: After viewing the Prezi on Section 504 please answer the
following questions:

What is section 504?

Who can receive Section 504?

How are accommodations made for those who qualify?

When can someone receive Section 504?

Why is Section 504 a civil right?

How does Section 504 relate to our historys past civil rights movements?