This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this discussion, all students should have A) read Being Heumann, Rolling Warrior, or Fighting for Yes B) viewed the primary source video "Being Heumann Author Event for Teens," and C) discussed and reflected on the reading/viewing of A & B with their classmates.

You are welcome to clone this class and share as you see fit within SDUSD. 

Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings. 

Classwork #1 how the World Saw me

1. In the "Question" section of your "Classwork" tab, paste this:  

1. Judy Heumann Prompt: How the World Saw Me

"In Chapter 1, I recounted the childhood moment when a kid who was walking down the street looked at me in my wheelchair and deliberately asked me in front of his friends, “Are you sick. . .sick. . .sick? in a cruel form of public humiliation. And for the first time--in that moment--I became aware of how the world saw me and my disability. I was caught up by uncertainty in that moment and began to wonder if that was the way everybody saw me. But I eventually knew that I had to push back against my insecurities and I recognized my powers as I revealed later in Chapter 12. Have you ever had moments of self-doubt where you wondered how the world saw YOU? What did you and what WILL you do to challenge those thoughts? Where are YOUR superpowers that make you into the powerful person that you truly are?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in Being Heumann, Rolling Warrior, or Fighting for Yes, viewed in the "Being Heumann Author Event for Teens," video, and your own life experiences, view Judy Heumann's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue. 

Attached is a discussion rubric and expectations for facilitating online communication.

Classwork #2 Protesting in front of his House

1. In the "Question" section of your "Classwork" tab, paste this:  

2. Judy Heumann Prompt: Protesting in Front of his House

"In Chapter 8, I mentioned that the East Coast protesters were worried about breaking conventions of peaceful protest by protesting in front of the Secretary of HEW Joseph Califano’s home. But those of us from the West Coast decided that it was time to increase the level of urgency, so we took the protests to his home. Do YOU ever see things that are so unjust. . .so unfair in our society that the level of urgency to change these things rises from a request to a DEMAND? What are they? Are there changes that YOU could participate in? How would you rip a hole into the status quo?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in Being Heumann, Rolling Warrior, or Fighting for Yes, viewed in the "Being Heumann Author Event for Teens," video, and your own life experiences, view Judy Heumann's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue. 

Attached is a discussion rubric and expectations for facilitating online communication.

Classwork #3 Stepping into Allyship

1. In the "Question" section of your "Classwork" tab, paste this:  

3. Judy Heumann Prompt: Stepping into Allyship

"As a disabled woman growing up in the 60s, 70s, and 80s, there were numerous times where it became clear to me that women were not afforded the same rights or priority as men within the disability rights movement (chapter 9). . .no different than what was happening in the women’s movement. And we women with disabilities were even ignored by the women’s rights movement. Do you not identify as a woman? Are you not a person with a disability? Are you not a BIPOC person? Are you not from the LGBTQIA community? Are the rights of these communities important to you? Why are they important? For me, I’ve seen allyship in the disability community and every other movement is critically important. It’s important because as a society, we need to understand and respect each other. We need to be learning from each other. . .about the types of discrimination and barriers we are facing. No one person, regardless of their background, can understand the situation that people experience from different communities. Whether you have a disability, visible or invisible, whether you’re from the BIPOC community, the LGBTQIA community, we need to learn from each other, support each other, believe in each other. I have seen that this is the way to move forward in helping to make meaningful change. If you COULD step up and offer allyship to any or some of these communities that you may not be from, how could you be a force for positive change in a way that still centers the voices and actions of the people within those communities?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in Being Heumann, Rolling Warrior, or Fighting for Yes, viewed in the "Being Heumann Author Event for Teens," video, and your own life experiences, view Judy Heumann's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue. 

Attached is a discussion rubric and expectations for facilitating online communication.

Americans With Disabilities Act--A Brief Overview

An explanation and brief history of the ADA including amendments over the years.

Raising Awareness of Hidden Disabilities

By their nature, a hidden disability is not obvious just by looking at a person, although for the individual it can be as debilitating and challenging as any other type of disability. This can lead to situations where a disabled person is assumed to be able bodied, which can lead to conflict, embarrassment and prejudice. 

The 1977 Disability Rights Protest that Broke Records and Changed Laws

The 504 Sit-In was the longest non-violent occupation of a federal building in United States history.

Americans With Disabilities Act at 30

A radio retrospective and interview conducted by 1-A (PBS/APR) correspondent, Celeste Headley and featuring Alice Wong, Britney Wilson, and Judy Heumann. 

Crip Camp Documentary

A stunning full-feature documentary (also available on Netflix) about a youth camp that planted the seeds for the disability rights movement in subsequent decades. Featuring many faces and voices of the youth who attended including but not limited to Judy Heumann. (Note: Educators, please preview before screening for your class. Some profanity, recreational drug references, and other adult situations to be aware of. Recommended for grades 8-12).

Smithsonian: Disability Rights Movement

This online exhibit focuses on the disability rights movement with text, pictures and video to explain various aspects of the movement and the ADA. 

45th Anniversary Interview About the 504 Sit-In with
Judy Heumann, Dennis Billups, and Emily Smith Beitiks

Judy Heumann's podcast where she discusses the pivotal 504 Sit-ins and the incredible work of her friends and fellow activists, Dennis Billups and Emily Smith Beitiks. Dennis reflects on his role as a leader in the pivotal 504 Sit-In in 1977. It was the catalyst that lead to the groundbreaking passage of the ADA. Click here for a podcast of this along with a written transcript.

Museum of DisABILITY History

An museum with an online platform that explores the history of people with disabilities in America and throughout the world. The virtual museum contains some excellent primary source documents that are easily accessible.

Let's Talk About Intellectual Disabilities

TEDX talk facilitated by Loretta Claiborne regarding her experiences as a person with intellectual disabilities.

Education Resources on Disability

Excellent archive of resources for educators to discuss disability with their students.

March is Developmental and Intellectual Disabilities Awareness Month

4 ways to take action during Developmental Disabilities Awareness Month. Click each image at right for different sites that focus on DDAM.

Action Activists Comic Book

A nice distillation of how our systems of government work and it makes a case for active civic involvement. Produced by the NYC Department of Education.