Lesson 10: Whose job is it to fix the blocked route? Educator guide
A construction detour sends Sami toward stairs on her way to a city workshop, and her bus comes in 12 minutes.
- Grades 6–12 and college
- 45-minute lesson
- 3 evidence documents
- Lesson 10 of 20

Content note
This case involves disability access on a city route. No student should share their own disability or health information, so keep the discussion on Sami’s trip.
Overview
Students read a story in which construction blocks the curb ramp on Sami’s route to a city workshop, and the detour points to stairs. They examine the sign, the route map and the workshop flyer. They use the Department of Justice’s Title II guide to see which part of the ADA applies. They then audit the whole trip and write a message to the city’s ADA coordinator.
Key terms
- Program access
Program access is an ADA rule that a city's services, taken as a whole, must be usable by people with disabilities. En español: acceso a los programas
In this case: The city runs the workshop. Program access asks whether Sami can reach and join the workshop, not only whether one ramp is open.
- Barrier
A barrier is something that blocks or limits a person from taking part. En español: barrera
In this case: Fencing blocks the curb ramp at Elm Street and 4th Avenue, and the detour points to stairs. The flyer gives no way to request access.
- ADA coordinator
An ADA coordinator is the staff member a government names to handle disability access questions and complaints. En español: coordinador de la ADA
In this case: Mateo plans to send the city’s ADA coordinator the corner, the time, the sign and one question, if Sami agrees.
Where this example applies
The Capitol Crawl is real history, not a ruling about any current route. Do not promise that every old building needs the same retrofit or every curb must have a ramp regardless of circumstances.
Grade levels, subjects and time
- Grade levels
- 6–12, plus college and community groups.
- Subjects
- English language arts; also law and public policy.
- Time
- 45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.
Learning objectives
Students will be able to:
- separate what a photo shows from what it cannot prove about a route;
- explain which title of the ADA applies to a city program, a city sidewalk and a private business;
- write an access request that gives a location, an observation and a specific request without declaring a violation.
What students should already be able to do
The student edition for each grade band assumes students can already:
- Grades 6–8
- find a detail in a short text and point to it; follow the stages of a trip on a simple map; write a complete sentence that asks a question.
- Grades 9–10
- summarize a short source accurately; explain the difference between an observation and a conclusion; write a short message for a named reader.
- Grades 11–12
- restate a summary of a legal guide accurately; apply a rule from a reading to a new example; write an explanatory text of about 400 words.
- College and community
- summarize a legal guide accurately without adding to it; write a memo for a named office; tell an observation from a legal conclusion.
Skills, terms and roles
New skill
Report a problem to the office responsible
Describe what you saw, where and when, and send it to the office whose job it is to fix it.
Key terms
- New in this case
- Program access, Barrier, ADA coordinator
Character spotlight
Sami leads. Sami uses a manual wheelchair and wants access planned in advance. She decides what the next 12 minutes need and what gets said about her.
- Mateo: He puts the camera down, checks the other corners and turns his video into an observation the city can answer.
The student’s role
You’re the one who writes down the corner, the time and the sign before Mateo posts.
Materials
- The student page for Lesson 10: Whose job is it to fix the blocked route?. Students read the case, look at the evidence and write their response there.
- The evidence handout below: 3 documents, one copy per pair.
- The student edition for your grade band, printed or on screen. See printable pages by grade band.
Evidence handout
Evidence A Construction sign
The detour sign
The sign reads “SIDEWALK CLOSED AHEAD. PEDESTRIAN DETOUR.” Its arrow points to a path that begins with a flight of stairs. The sign went up on Monday. Mateo recorded it on Tuesday at 4:05 p.m.
What it shows: The posted detour starts with stairs, so Sami cannot use it.
What it leaves out: Whether another accessible route exists, and how long the ramp will stay blocked.
Ask: Where does the arrow point? Who could not use that path?
Evidence B Route map
Sami and Mateo’s route map
1. Home to the corner of Elm Street and 4th Avenue: sidewalk clear. 2. Northeast curb ramp: blocked by construction fencing. 3. Bus stop: next bus in 12 minutes. 4. Bus to the parks department building. 5. Workshop entrance and room: not yet checked.
What it shows: Sami’s trip has five stages, and the blocked ramp is stage 2.
What it leaves out: Whether the workshop entrance and room are accessible. Nobody has checked them yet.
Ask: Which stage is blocked, and which stage has nobody checked?
Evidence C Flyer
The workshop flyer
The flyer reads “Free Community Workshop Series. Tuesdays, 5–7 p.m., Parks Department Annex. All welcome! Questions? Call the front desk.” It gives no information about accessible entrances or how to request access.
What it shows: The parks department runs the workshop and invites everyone to come.
What it leaves out: How to request access, and who to contact about it.
Ask: What does the flyer tell someone who needs to request access?
Printable pages by grade band
Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.
| Grade band | Educator pages | Student pages |
|---|---|---|
| Grades 6–8 | Open on screen Print this case Download PDF, 571 KB | Open on screen Print this case Download fillable PDF, 444 KB |
| Grades 9–10 | Open on screen Print this case Download PDF, 601 KB | Open on screen Print this case Download fillable PDF, 461 KB |
| Grades 11–12 | Open on screen Print this case Download PDF, 462 KB | Open on screen Print this case Download fillable PDF, 474 KB |
| College and community | Open on screen Print this case Download PDF, 616 KB | Open on screen Print this case Download fillable PDF, 475 KB |
Real news and research for this case
These news stories and studies are real. Each link opens the original in a new tab.
Real source News THE CITY October 3, 2025
North Bronx Subway Station to Get Elevators, Nearly a Decade After ADA Lawsuit
A lawsuit pushed a transit agency to add elevators, showing how the ADA makes access a public duty.
Read on thecity.nyc (opens in a new tab)Real source News amNewYork March 24, 2025
Elevator advocates push for better subway accessibility
When an elevator breaks, the route is blocked; riders are asking who must fix it and how fast.
Read on amny.com (opens in a new tab)More news and research (4)
Real source News NPR July 22, 2025
35 years of the Americans with Disabilities Act — celebrating the success and concern
Looks at what the ADA changed in public life and what barriers people still report today.
Read on npr.org (opens in a new tab)Real source Video ADA National Network (YouTube) April 15, 2025
Introduction to the Americans with Disabilities Act (ADA)
An overview of the ADA, including Title II, the part covering city and state programs like the one in this case.
Watch on YouTube (opens in a new tab)Real source Government source U.S. Government Accountability Office November 15, 2012
ADA Paratransit Services: Demand Has Increased, but Little Is Known About Compliance (GAO-13-17)
Federal auditors found gaps in checking whether backup rides for disabled riders actually work.
Read on gao.gov (opens in a new tab)Real source Government source U.S. Access Board July 21, 2025
Celebrating 35 Years of Americans with Disabilities Act
The federal agency that writes accessibility design standards explains its role in making places reachable.
Read on access-board.gov (opens in a new tab)Links checked September 24, 2026.
Professional standards
Many professions publish a code of ethics. These parts of real codes apply to this case.
Real source American Society for Public Administration (ASPA) 2013
ASPA Code of Ethics: 3. Promote democratic participation.
respect and assist all persons in their dealings with public organizations
In plain words: ASPA members in public service agree to help every person use public programs and services.
Ask: The parks flyer says “All welcome!” with no access information. What should it add so Sami can request access?
Sample answers
- Grades 6–8
- The flyer should add how to ask for access and who to call about it.
- Grades 9–10
- The flyer should add how to request access and whom to contact, so that Sami can ask before she travels.
- Grades 11–12
- The flyer should add a contact for access requests and information about the entrance, so that Sami can plan the whole trip before she leaves.
Real source National Press Photographers Association (NPPA)
NPPA Code of Ethics for Visual Journalists: Code of Ethics, standard 3
Be complete and provide context when photographing or recording subjects.
In plain words: Visual journalists who follow the NPPA code show enough of a scene that viewers understand what happened.
Ask: Mateo's photo shows one blocked curb ramp. Which stages of Sami's route does the photo leave out?
Sample answers
- Grades 6–8
- The photo leaves out the bus stop, the bus ride and the workshop room.
- Grades 9–10
- The photo leaves out the sidewalk from home, the bus stop, the bus ride and the workshop entrance and room.
- Grades 11–12
- The photo leaves out stages 1, 3, 4 and 5. It shows only the blocked ramp, not the unchecked workshop entrance and room.
Adapted from a real source American Bar Association (ABA), Center for Professional Responsibility
ABA Model Rules of Professional Conduct: Rule 3.1 Meritorious Claims and Contentions
Summary: Summary, not a quotation: a lawyer may not bring or defend a proceeding, or argue an issue in it, without a basis in law and fact that is not frivolous. The ABA comment says lawyers must first learn the facts and the applicable law.
In plain words: Before lawyers bring a claim, they must have facts and law that support it.
Ask: The sample report says the city is “clearly violating the ADA.” Which detour and workshop-room facts would a lawyer check?
Sample answers
- Grades 6–8
- A lawyer would check if there is a way around with no stairs and if Sami can get into the room.
- Grades 9–10
- A lawyer would check whether an accessible detour exists, how long the ramp is blocked and whether the workshop room is accessible.
- Grades 11–12
- A lawyer would check whether the city offers an accessible detour and whether the workshop entrance and room work. Program access depends on both.
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Reading passage by grade band
Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.
Grades 6–8: Twelve minutes at Elm and 4th
449 words
Twelve minutes at Elm and 4th
The story: A detour that starts with stairs
It is Tuesday at 4:05 p.m., at the corner of Elm Street and 4th Avenue. Sami is heading to a free community workshop run by the city’s parks department. It starts at 5. Sami uses a manual wheelchair, and her bus comes in 12 minutes. Mateo is with Sami.
The curb ramp on the northeast corner is blocked by construction fencing. A sign reads “SIDEWALK CLOSED AHEAD. PEDESTRIAN DETOUR.” Its arrow points to a path that begins with a flight of stairs. “The sign says detour,” Sami says. “The detour starts with stairs. So, no.”
Mateo already has the sign on video. His first idea is to post it. Sami asks one question: does that get her on the bus? It does not. So Mateo puts the camera down. He checks the other corners for a ramp while Sami looks up the next bus stop. The report can wait an hour.
What one video can show
Later, Mateo wonders whether the city is breaking the Americans with Disabilities Act, or ADA. That is a big claim, a word from Lesson 1. A claim is a statement that something is true. You can check a claim with evidence. But one video of one corner cannot prove what a whole city is doing. It can show what happened, where and when.
A barrier is something that blocks or limits a person from taking part. The fenced ramp is one barrier. The workshop flyer may be another. It says “All welcome!” but gives no way to ask about an accessible entrance.
In Lesson 9, you learned that a jurisdiction is the place or area where a particular government or rule has authority. The city runs the workshop, so the city is responsible. An ADA coordinator is the staff member a government names to handle disability access questions and complaints. That is who should get the report, not Mateo’s followers.
Program access is an ADA rule that a city’s services, taken as a whole, must be usable by people with disabilities. A good report names the corner, the day and time and where the sign points. It asks one question: is there an accessible detour, and how long will the ramp be blocked? Mateo will send it only if Sami says yes. Your job is to write down the corner, the time and the sign before anyone posts.
How the ADA began
On March 12, 1990, about 60 disabled activists set aside their wheelchairs and other mobility aids and climbed the steps of the U.S. Capitol. The youngest was eight-year-old Jennifer Keelan. The protest became known as the Capitol Crawl. It showed Congress what stairs do to public life. The ADA was signed that July (HISTORY, July 24, 2020).
Key terms in this passage
- Program access
- Program access is an ADA rule that a city's services, taken as a whole, must be usable by people with disabilities.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
- ADA coordinator
- An ADA coordinator is the staff member a government names to handle disability access questions and complaints.
- Claim
- A claim is a statement that something is true. You can check a claim with evidence.
- Jurisdiction
- A jurisdiction is the place or area where a particular government or rule has authority.
Real sources cited
- HISTORY, “When the ‘Capitol Crawl’ Dramatized the Need for Americans with Disabilities Act,” July 24, 2020. Open the source (opens in a new tab)
Grades 9–10: From a video to a report the city can answer
628 words
From a video to a report the city can answer
The story: The camera goes down
At 4:05 p.m. on a Tuesday, Sami and Mateo reach the corner of Elm Street and 4th Avenue. She is on her way to a free community workshop run by the city’s parks department, starting at 5. She uses a manual wheelchair. Her bus arrives in 12 minutes.
The northeast curb ramp is behind construction fencing. A sign reads “SIDEWALK CLOSED AHEAD. PEDESTRIAN DETOUR,” and its arrow points to a path that begins with a flight of stairs. Sami’s summary is four short sentences in the group chat: the ramp is fenced off, the detour sign points to stairs, so no, bus in 12.
Mateo had the sign on video before he even thought about it. He asks whether she wants him to post it. Sami answers with a question: does that get her on the bus? He admits it does not. He puts the camera down and checks the other corners for a ramp while she looks up the next stop. Sami also sets a rule for the future. He can film the ramp and the sign. If he wants to film her, he asks first, and ideally not while she is busy missing a bus.
In this case, your role is to write down the corner, the time and the sign before anyone posts. The report comes later, once Sami is on her way.
Sizing the claim to the evidence
Mateo’s next thought is legal: is the city breaking the Americans with Disabilities Act? That is a claim, the Lesson 1 term for a statement that something is true that you can check with evidence. The evidence is narrow. The sign went up Monday. Mateo recorded it Tuesday at 4:05 p.m. The route map shows five stages: home to the corner, the blocked northeast ramp, the bus stop, the bus to the parks department building and the workshop entrance and room. Nobody has checked that last stage yet. One corner and one sign cannot show whether another accessible route exists or whether the whole city is out of compliance.
A barrier is something that blocks or limits a person from taking part. Sami meets one at the ramp. The workshop flyer could be a second one. It says “All welcome!” and “Call the front desk,” but it gives no information about accessible entrances or how to request access.
Program access is an ADA rule that a city’s services, taken as a whole, must be usable by people with disabilities. Access covers the whole visit: finding the information, getting there, going in, taking part and leaving. That is why a good report looks at all five stages, not just the corner.
Lesson 9 introduced jurisdiction, the place or area where a particular government or rule has authority. Here it answers “whose job is it?” The city runs the workshop and manages the street. An ADA coordinator is the staff member a government names to handle disability access questions and complaints. Mateo puts it simply. The report goes to the city’s ADA coordinator, not his followers. It lists the corner, the time, the sign and one question: is there an accessible detour, and how long will this stay blocked? He sends it only if Sami says yes.
What the law and history add
The Justice Department explains that Title II of the ADA covers state and local government programs and services. Its guide for cities also covers keeping curb ramps usable during street work (U.S. Department of Justice, updated February 24, 2020).
The ADA itself came from protest. On March 12, 1990, activists climbed the Capitol steps to show what stairs do to access, and the law was signed that July (HISTORY, July 24, 2020). Thirty-five years later, NPR looked at what the law changed and what barriers people still report (NPR, July 22, 2025).
Key terms in this passage
- Program access
- Program access is an ADA rule that a city's services, taken as a whole, must be usable by people with disabilities.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
- ADA coordinator
- An ADA coordinator is the staff member a government names to handle disability access questions and complaints.
- Claim
- A claim is a statement that something is true. You can check a claim with evidence.
- Jurisdiction
- A jurisdiction is the place or area where a particular government or rule has authority.
Real sources cited
- U.S. Department of Justice, “The ADA and City Governments,” February 24, 2020. Open the source (opens in a new tab)
- HISTORY, “When the ‘Capitol Crawl’ Dramatized the Need for Americans with Disabilities Act,” July 24, 2020. Open the source (opens in a new tab)
- NPR, “35 years of the Americans with Disabilities Act — celebrating the success and concern,” July 22, 2025. Open the source (opens in a new tab)
Grades 11–12: A barrier, a bus and the right office
773 words
A barrier, a bus and the right office
The story: The next twelve minutes
Sami studies design and photographs things most people walk past. She also uses a manual wheelchair and wants access planned before an event, not offered as an apology afterward. At 4:05 p.m. on a Tuesday, at the corner of Elm Street and 4th Avenue, she is on her way to a free parks department workshop that starts at 5. Her bus comes in 12 minutes.
The northeast curb ramp is fenced off for construction. The posted detour, “SIDEWALK CLOSED AHEAD. PEDESTRIAN DETOUR,” points to a path that begins with stairs. Sami says it without drama. The sign says detour, the detour starts with stairs, so no.
Mateo is with Sami, and his reflex is a filmmaker’s. He has the sign on video before he has thought about what the video is for. When he offers to post it, Sami asks whether that gets her on the bus. It does not. Mateo puts the camera down and checks the other corners for a ramp while Sami looks up the next stop. The order of priorities is the first lesson of the case. The person facing the barrier decides what the moment needs and what gets said about her. The report can wait an hour.
Your role is to write down the corner, the time and the sign before anyone posts, so that the later report rests on a clean record.
Evidence, barriers and program access
Mateo’s next question is whether the city is violating the Americans with Disabilities Act. That is a claim, a statement that something is true that can be checked with evidence, and Lesson 1 taught you to match a claim to what the evidence can support. Mateo draws the limit himself. His video shows one fenced ramp and one sign at 4:05. It cannot show whether another way around exists, so he cannot call the whole route illegal.
The route map widens the frame. Sami’s trip has five stages: home to the corner, the northeast ramp, the bus stop, the ride to the parks department building and the workshop entrance and room. The last stage has not been checked. The flyer adds a different kind of gap. It invites everyone, lists a front desk number and says nothing about accessible entrances or how to request access.
A barrier is something that blocks or limits a person from taking part. The fenced ramp is a physical barrier. The flyer’s silence may be an informational one. Program access is an ADA rule that a city’s services, taken as a whole, must be usable by people with disabilities. The standard applies to the program, not to each building separately. It generally does not require every older building to be accessible, and a city can relocate a service to an accessible place. Existing buildings and new construction have different requirements. Access still covers the whole visit: finding the information, getting there, going in, taking part and leaving.
The last question is who can fix it. Lesson 9’s term jurisdiction, the place or area where a particular government or rule has authority, points to the city, which both runs the workshop and manages the street. An ADA coordinator is the staff member a government names to handle disability access questions and complaints. Mateo’s planned report is short: the corner, the time, the sign and one question. Is there an accessible detour, and how long will the ramp be blocked? It goes out only if Sami agrees.
The law’s origins and its limits
The Justice Department’s guide for cities explains that Title II of the ADA covers state and local programs, including keeping curb ramps usable during street work (U.S. Department of Justice, updated February 24, 2020). The law’s history explains its focus on steps and routes. On March 12, 1990, activists climbed the Capitol steps to show what stairs do to access, and the ADA was signed that July (HISTORY, July 24, 2020). Minnesota’s disability council notes that the protest involved ADAPT, which began as Americans Disabled for Accessible Public Transit (Minnesota Governor’s Council on Developmental Disabilities, March 1, 2015).
Enforcement is uneven. In New York, a North Bronx subway station is set to get elevators nearly a decade after an ADA lawsuit (THE CITY, October 3, 2025). Federal auditors found gaps in checking whether paratransit services for disabled riders actually work (GAO, November 15, 2012).
Professional codes speak to both people at the corner. The ASPA code asks public servants to “respect and assist all persons in their dealings with public organizations” (ASPA Code of Ethics, 2013). The NPPA code asks visual journalists to “be complete and provide context when photographing or recording subjects” (NPPA Code of Ethics, no date listed).
Key terms in this passage
- Program access
- Program access is an ADA rule that a city's services, taken as a whole, must be usable by people with disabilities.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
- ADA coordinator
- An ADA coordinator is the staff member a government names to handle disability access questions and complaints.
- Claim
- A claim is a statement that something is true. You can check a claim with evidence.
- Jurisdiction
- A jurisdiction is the place or area where a particular government or rule has authority.
Real sources cited
- U.S. Department of Justice, “The ADA and City Governments,” February 24, 2020. Open the source (opens in a new tab)
- HISTORY, “When the ‘Capitol Crawl’ Dramatized the Need for Americans with Disabilities Act,” July 24, 2020. Open the source (opens in a new tab)
- Minnesota Governor’s Council on Developmental Disabilities, “The Capitol Crawl,” March 1, 2015. Open the source (opens in a new tab)
- THE CITY, “North Bronx Subway Station to Get Elevators, Nearly a Decade After ADA Lawsuit,” October 3, 2025. Open the source (opens in a new tab)
- U.S. Government Accountability Office, “ADA Paratransit Services: Demand Has Increased, but Little Is Known About Compliance (GAO-13-17),” November 15, 2012. Open the source (opens in a new tab)
- American Society for Public Administration (ASPA), “ASPA Code of Ethics,” 2013. Open the source (opens in a new tab)
- National Press Photographers Association (NPPA), “NPPA Code of Ethics for Visual Journalists,” No date listed. Open the source (opens in a new tab)
College and community: Program access and the ethics of reporting a barrier
764 words
Program access and the ethics of reporting a barrier
The story: A detour that excludes
At 4:05 p.m. on a Tuesday, Sami, 23, and Mateo, 22, reach the corner of Elm Street and 4th Avenue on the way to a free parks department workshop that begins at 5. Sami uses a manual wheelchair. Her bus arrives in 12 minutes. The northeast curb ramp is fenced for construction, and the posted pedestrian detour begins with a flight of stairs.
The case opens with a small ethical sequence that many well-meaning allies get wrong. Mateo has already filmed the sign and offers to post it. Sami asks whether posting gets her on the bus. It does not. He stops filming, checks the other corners for a ramp and lets her look up the next stop. She is clear about consent. The ramp and the sign are fair to film. Filming her requires asking, and not in the middle of a missed bus. The advocacy can wait until the person most affected has what she needs.
Your role is to write down the corner, the time and the sign before anyone posts. That record is the raw material for everything that follows.
From observation to an answerable question
Mateo’s instinct is to ask whether the city is breaking the Americans with Disabilities Act. Framed that way, the question is a claim, a statement that something is true that can be checked with evidence, and the evidence cannot carry it. One video establishes one fenced ramp and one sign on Tuesday at 4:05 p.m., posted since Monday. It does not establish whether an accessible alternative exists, how long the closure will last or how the city manages its program elsewhere. Mateo reaches that conclusion himself. He cannot call the whole route illegal from one corner.
The route map and flyer extend the analysis. Sami’s trip has five stages, and the workshop entrance and room have not been checked. The flyer, “Free Community Workshop Series … All welcome! Questions? Call the front desk,” offers no information about accessible entrances or how to request access. A barrier is something that blocks or limits a person from taking part. The fence is a physical barrier, and the flyer’s omission may be an informational one.
Program access is an ADA rule that a city’s services, taken as a whole, must be usable by people with disabilities. The standard is structural rather than site-by-site. It generally does not require every older building to be accessible, and a city can meet it by relocating a service. Existing buildings and new construction are treated differently. What the standard does require is that the program, from information to arrival to participation, work for disabled residents.
The Lesson 9 concept of jurisdiction, the place or area where a particular government or rule has authority, identifies the responsible party. The city runs the workshop and controls the street. An ADA coordinator is the staff member a government names to handle disability access questions and complaints. Mateo’s report is built to be answerable. It gives the corner, the time and the sign, then asks one question: is there an accessible detour, and how long will this stay blocked? It is sent only with Sami’s agreement.
Law, history and professional norms
The Department of Justice’s guide for city governments explains Title II program access, curb ramps during street work and effective communication (U.S. Department of Justice, updated February 24, 2020). The law’s history is inseparable from stairs. In the Capitol Crawl on March 12, 1990, activists climbed the Capitol steps to dramatize exclusion, and the ADA was signed that July (HISTORY, July 24, 2020). The protest was associated with ADAPT, which began as Americans Disabled for Accessible Public Transit (Minnesota Governor’s Council on Developmental Disabilities, March 1, 2015).
Implementation remains contested. Advocates continue to press the MTA over broken elevators that block subway routes (amNewYork, March 24, 2025). A North Bronx station is set to get elevators nearly a decade after an ADA lawsuit (THE CITY, October 3, 2025). A federal audit found that little was known about compliance in ADA paratransit services (GAO, November 15, 2012).
Professional codes frame the duties on each side. ASPA asks public administrators to “respect and assist all persons in their dealings with public organizations” (ASPA Code of Ethics, 2013). NPPA asks visual journalists to “be complete and provide context when photographing or recording subjects” (NPPA Code of Ethics, no date listed). For lawyers, the ABA’s model rules require a basis in law and fact before bringing a claim, and they call for learning the facts first (ABA Model Rules of Professional Conduct, 1983, as amended). A report sized to its evidence meets all three standards.
Key terms in this passage
- Program access
- Program access is an ADA rule that a city's services, taken as a whole, must be usable by people with disabilities.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
- ADA coordinator
- An ADA coordinator is the staff member a government names to handle disability access questions and complaints.
- Claim
- A claim is a statement that something is true. You can check a claim with evidence.
- Jurisdiction
- A jurisdiction is the place or area where a particular government or rule has authority.
Real sources cited
- U.S. Department of Justice, “The ADA and City Governments,” February 24, 2020. Open the source (opens in a new tab)
- HISTORY, “When the ‘Capitol Crawl’ Dramatized the Need for Americans with Disabilities Act,” July 24, 2020. Open the source (opens in a new tab)
- Minnesota Governor’s Council on Developmental Disabilities, “The Capitol Crawl,” March 1, 2015. Open the source (opens in a new tab)
- amNewYork, “Elevator advocates push for better subway accessibility,” March 24, 2025. Open the source (opens in a new tab)
- THE CITY, “North Bronx Subway Station to Get Elevators, Nearly a Decade After ADA Lawsuit,” October 3, 2025. Open the source (opens in a new tab)
- U.S. Government Accountability Office, “ADA Paratransit Services: Demand Has Increased, but Little Is Known About Compliance (GAO-13-17),” November 15, 2012. Open the source (opens in a new tab)
- American Society for Public Administration (ASPA), “ASPA Code of Ethics,” 2013. Open the source (opens in a new tab)
- National Press Photographers Association (NPPA), “NPPA Code of Ethics for Visual Journalists,” No date listed. Open the source (opens in a new tab)
- American Bar Association (ABA), Center for Professional Responsibility, “ABA Model Rules of Professional Conduct,” No date listed. Open the source (opens in a new tab)
Pacing options
10-minute bellringer
10 minutes
One piece of evidence and one question. Use it to open the case or to review it the next day.
One class period
45 minutes
Teach the lesson steps on this page in four parts.
The student edition also has a one-period plan for each grade band:
- Grades 6–8: 45 minutes
- Grades 9–10: 50 minutes
- Grades 11–12: 60 minutes
- College and community: 75 minutes
Full chapter
84 to 104 minutes
Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.
- Grades 6–8: 84 minutes
- Grades 9–10: 92 minutes
- Grades 11–12: 104 minutes
- College and community: 103 minutes
Minutes for each page
How long each student edition page takes, and what to cut when you have one class period.
Open your grade band.
Grades 6–8: full chapter 84 minutes, one period 45 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 6 min | 4 min | Read What happened aloud. Skip the group-chat excerpt. |
| Key terms | 6 min | 3 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 12 min | 10 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 2 min | Read the flyer aloud. Students fill in only its What it shows box. |
| Key idea | 8 min | Skip | Skip this page. Say that the city runs the workshop, so the city is the office to ask. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 8 min | 5 min | Take the vote and read the best option’s feedback. Skip Improve a draft. |
| Your task | 18 min | 18 min | |
| Check your work | 5 min | Skip | Skip this page. Check the maps yourself with the rubric. |
| Questions to discuss | 8 min | 3 min | Use the first My take frame as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 9–10: full chapter 92 minutes, one period 50 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud. Skip the group-chat excerpt. |
| Key terms | 5 min | Skip | Skip this page. Define program access and ADA coordinator aloud in one minute. |
| Look at the evidence | 10 min | 8 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 3 min | Read the flyer aloud. Students fill in only its What it shows box. |
| Key idea | 8 min | 4 min | Read the first paragraph of the key idea and the ASPA card. Skip In the news. |
| Sort the evidence | 7 min | Skip | Skip this page. |
| Practice | 6 min | 5 min | Take the vote. Skip Improve a draft. |
| Your task | 8 min | 6 min | Students fill in only the observation and question boxes. |
| Your draft | 20 min | 16 min | Students write the report in class and the rationale sentence at home. |
| Check your work | 8 min | Skip | Collect reports and score them with the rubric yourself. |
| Questions to discuss | 10 min | 4 min | Use question 1 as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 11–12: full chapter 104 minutes, one period 60 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Students read What happened on their own. |
| Key terms | 5 min | Skip | Skip this page. |
| Look at the evidence | 10 min | 8 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 3 min | Read the flyer aloud. Students fill in only its What it shows box. |
| Key idea | 12 min | 10 min | Skip In the news. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 10 min | 9 min | Fill in the jurisdiction chart together on the board. |
| Your draft | 25 min | 22 min | Students write the first two paragraphs in class and finish at home. |
| Check your work | 8 min | Skip | Collect drafts and score them with the rubric yourself. |
| Questions to discuss | 10 min | 4 min | Use question 1 as an exit ticket. |
| Talk about this case at home | At home | At home |
College and community: full chapter 103 minutes, one period 75 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 4 min | 3 min | Students read What happened on their own. |
| Key terms | 4 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 7 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 4 min | Read the flyer aloud. Students fill in only its What it shows box. |
| Key idea | 10 min | 8 min | Skip In the news. |
| Sort the evidence | 6 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 12 min | 12 min | |
| Your draft | 30 min | 30 min | |
| Check your work | 8 min | 6 min | Students answer the check questions only. |
| Questions to discuss | 10 min | 5 min | Discuss question 3 only. |
| Talk about this case at home | At home | At home |
Minutes for each page are in the educator edition for each grade band.
10-minute bellringer
- 1 min Project Evidence A as students come in.
- 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
- 4 min Take two or three answers. Then ask the follow-up questions.
Evidence A Construction sign
The detour sign
The sign reads “SIDEWALK CLOSED AHEAD. PEDESTRIAN DETOUR.” Its arrow points to a path that begins with a flight of stairs. The sign went up on Monday. Mateo recorded it on Tuesday at 4:05 p.m.
Question Where does the detour sign send people?
Follow-up questions
- Who cannot use that route?
- Whom could you ask about a detour without stairs?
Listen for: Students notice that a detour that starts with a flight of stairs does not work for everyone, such as wheelchair users.
This is the same bellringer as on the bellringers page, which has one for every case.
Lesson steps
This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.
Warm-up 5 minutes
1 The blocked route 5 min
- You
- Describe Sami’s trip: blocked curb ramp, detour sign pointing to stairs, bus in 12 minutes.
- Students
- Write what Sami needs right now and what could be asked later.
- Check
- Students separate the immediate need from the follow-up.
Read and discuss 30 minutes
2 What the photo shows 10 min
- You
- Show Mateo’s photo. Ask what it proves and what it doesn’t.
- Students
- Sort statements into “the photo shows” and “we’d need more.”
- Check
- “The city broke the law” goes in “need more.”
3 Which law? 10 min
- You
- Explain Titles II and III of the ADA and program access using the DOJ page.
- Students
- Match three places (city workshop, sidewalk, private café) to the right title.
- Check
- Workshop and sidewalk: Title II. Café: Title III.
4 Route audit 10 min
- You
- Model a route audit: find, get there, enter, take part, leave.
- Students
- Complete an audit for Sami’s trip using case evidence.
- Check
- Audit lists at least three stages, not just the entrance.
Questions for the people in the case
- Sami: What do you need right now? Check next: Separate what Sami needs in the next twelve minutes from what the city needs to hear later.
- Sami: Can Mateo film it? Check next: Document the corner, time and sign. Get Sami’s okay before she appears in anything.
- Mateo: What does your video actually show? Check next: Sort what the video shows from what only the city can answer.
- Mateo: So who hears about it? Check next: Find the city’s ADA coordinator and send the location, what you saw and one question.
Task 7 minutes
5 Write the request 7 min
- You
- Model a message to the ADA coordinator.
- Students
- Draft a 60–100 word message with location, observation and request.
- Check
- Message avoids declaring a violation and makes a specific ask.
Wrap-up 3 minutes
6 Exit 3 min
- You
- Ask: which barrier would a photo miss?
- Students
- Write one.
- Check
- Answers include information, timing or communication barriers.
Educator notes by page
These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.
Opener
Heat check: Medium
Why: Students may share their own or a family member’s disability. Cool-down: Thank the student and return to Sami’s fictional trip. No one needs to share health information.
Say this
- “Sami has 12 minutes. What does she need right now, and what can wait?” Make two columns on the board: now and later.
Watch for
- Misconception:
- Students decide the city broke the law.
- Listen for:
- “That’s illegal.”
- Then:
- Ask what one corner at 4:05 can show. Write “We need more facts” under later.
Support
- Read What happened aloud while students follow along.
- Show the route map in Evidence B before you read.
Key terms
Heat check: Low
Say this
- “Which key term explains why the whole trip matters, not only the ramp?” Wait for program access.
Watch for
- Misconception:
- Students think program access means every door needs a ramp.
- Listen for:
- “Every building needs a ramp.”
- Then:
- Reread the key idea: the program as a whole must be accessible. A city can move a service to an accessible place.
Support
- Pair students who share a language to explain each term in their own words.
- Spanish words from the case: ruta, barrera, rampa, desvío.
Look at the evidence
Heat check: Low
Say this
- “Find the stage on the route map that nobody has checked. Why does it matter?” Wait for stage 5, the workshop entrance and room.
Watch for
- Misconception:
- Students treat the video as proof about the whole route.
- Listen for:
- “The video proves the city is breaking the law.”
- Then:
- Ask which stage the video shows. It shows stage 2, at one time.
Support
- Give each document on its own half-page.
- Provide a printed route map with the five stages labeled.
Stretch
Ask which barrier on the trip is about information, not concrete, and which document shows it.
Key idea
Heat check: Low
Say this
- “The ASPA code asks public servants to assist all persons. What would that look like on this flyer?” Accept any addition that tells Sami how to request access.
Watch for
- Misconception:
- Students treat the ASPA code as a law.
- Listen for:
- “The city broke the ASPA rule.”
- Then:
- Say: “A code of ethics is a standard a profession sets for its own members. Here, the ADA is the law.”
Support
- Read the quotation aloud. Point out the label: a real source, quoted word for word.
- Draw two boxes: Title II for city programs and sidewalks, Title III for private businesses.
Stretch
Use the NPPA row: which stages of Sami’s route does Mateo’s photo leave out?
Sort the evidence
Heat check: Medium
Why: The missing-perspective question can turn to students’ own access needs. Cool-down: Keep answers about Sami, the city and the flyer. No student speaks for a group or shares health information.
Say this
- “Which claim can you make today, and which one needs more facts?” Model the photo row together.
Watch for
- Misconception:
- Students mark the photo as supporting “The city is breaking the ADA.”
- Listen for:
- “The photo proves it.”
- Then:
- The photo supports the Tuesday claim and narrows the violation claim. Ask who could supply the missing facts.
Support
- Let students write S (supports) or N (narrows) in each box before writing sentences.
Practice
Heat check: Medium
Why: Students may bring up real viral videos of disabled people. Cool-down: Keep it about Mateo’s video. Ask what Sami wants.
Say this
- “Mateo has the video. What should he do with it?” Vote before discussing.
Watch for
- Misconception:
- Students choose A because posting gets attention.
- Listen for:
- “Post it, then they’ll fix it.”
- Then:
- Ask whether Sami agreed. Point to her line: “Me, ask first.”
Support
- Read the three options aloud before students choose.
Your task and draft
4 grade bands
The task is different in each grade band. Open yours.
Grades 6–8
Your task
Say this
- “Walk the trip with your finger. Where could something go wrong?” Take one answer per stage.
Watch for
- Misconception:
- Students mark only the blocked ramp.
- Listen for:
- “The ramp is the only problem.”
- Then:
- Point to stage 5: not yet checked.
Grades 9–10
Your task
Say this
- “Your reader works for the city and has never seen this corner. What do they need to find it?” List on the board: corner, day, time, what you saw.
Watch for
- Misconception:
- Reports declare a violation.
- Listen for:
- “The city is clearly violating the ADA.”
- Then:
- Ask what one corner at one time can prove. Turn the claim into a question.
Your draft
Say this
- “Read your report as the coordinator. Can you answer its question?” Partners underline the question in each other’s report.
Watch for
- Misconception:
- Reports mention Sami without her permission.
- Listen for:
- “A wheelchair user I know couldn’t get to the bus.”
- Then:
- Ask whether Sami agreed. If not, describe the barrier without her.
Grades 11–12
Your task
Say this
- “Sort three places into Title II or Title III: the workshop, the sidewalk and a private café.” Workshop and sidewalk: Title II. Café: Title III.
Watch for
- Misconception:
- Students think program access means every door needs a ramp.
- Listen for:
- “So every entrance has to have a ramp.”
- Then:
- Reread the summary: the program as a whole must be accessible. Ask how a city could move a service.
Your draft
Say this
- “Use Sami’s trip to show the rule, not to prove a violation. Where does your draft go too far?” Partners mark any sentence that declares a violation.
Watch for
- Misconception:
- The explainer treats one video as proof.
- Listen for:
- “The video shows the city isn’t following the ADA.”
- Then:
- Ask which stage the video shows. Program access is about the whole program.
College and community
Your task
Say this
- “The parks department runs the workshop, not the sidewalk. Which changes are in its control?” Sort ideas into parks, public works and the ADA coordinator.
Watch for
- Misconception:
- Memos speak for all disabled residents.
- Listen for:
- “Disabled people can’t get to any city program.”
- Then:
- Use Sami’s own stated need. Speak for no one else.
Your draft
Say this
- “Read the new flyer as Sami. Do you know how to ask for access before you leave home?” Partners test each other’s flyer with that question.
Watch for
- Misconception:
- The Title II summary adds rules the guide does not state.
- Listen for:
- “The law says every door needs a ramp.”
- Then:
- Compare the sentence with the summary in the key idea. Cut what it does not say.
Check your work
Heat check: Low
Say this
- “Mark your level honestly. Then make one change and say why.” Ask for one added detail or one removed legal conclusion.
Watch for
- Misconception:
- Students keep a sentence that declares a violation.
- Listen for:
- “The city is clearly violating the ADA.”
- Then:
- Point to the Reasoning row. Replace the sentence with a question for the coordinator.
Questions to discuss
Say this
- “Answer with a detail from the evidence, not a story about someone you know.” Post the question numbers and take one answer per question.
Stretch
With an adult, find your city’s ADA coordinator page and summarize how it takes complaints.
Talk about this case at home
Say this
- “Take this page home or read it with someone you trust.” Nobody needs to share health or disability information to complete it.
Sample response
Worked example, grades 9–10
Prompt: Write an access report to the city’s ADA coordinator about the blocked route, with one sentence explaining why you ask rather than claim a violation.
Student response
To the City ADA Coordinator, I’m writing about the construction at Elm Street and 4th Avenue, next to the bus stop. 1 On Tuesday at about 4:05 p.m., the curb ramp on the northeast corner was blocked by construction fencing, and the detour sign pointed to a route with stairs. My friend Sami, 2 who uses a wheelchair and said I could mention her, couldn’t reach the bus stop that way. 3 The city is clearly violating the ADA by blocking the ramp. Could you tell us whether there is an accessible detour, how it is marked and how long the ramp will be blocked? We would also like to know how to report this if it happens again. Why I asked instead of claimed: 4 I only saw one corner at one time.
- Evidence. Precise location, time and observation: the details an office needs to find the problem.
- Audience. Good: the writer checked with Sami before including her.
- Revise. One observation cannot establish a violation, and the sentence contradicts the writer’s own rationale. Program access concerns the whole program, so ask about the detour instead.
- Evidence. An honest statement of the evidence’s limit, which is exactly why a question fits better than a claim.
Before: The city is clearly violating the ADA by blocking the ramp.
After: Because the city runs the workshop and maintains the sidewalk, we understand ADA Title II may apply, so we wanted to ask you directly.
Why: The revision names the relevant law as the reason for contacting this office without declaring a violation the evidence cannot support.
Educator commentary: The report is specific, respects Sami’s consent and makes a clear, answerable request. One sentence declares a violation that the writer’s own rationale admits the evidence cannot show. Replacing it with a question-framed reference to Title II moves the report to Proficient on Reasoning and protects its credibility with the office.
Task answers by grade band
What a strong student in each grade band writes in the student edition task.
Open your grade band.
Grades 6–8
Map Sami’s trip from home to the workshop and mark each place something could go wrong.
Students make: Annotated map plus 3–4 sentences.
Steps students follow
- Read the route map in Evidence B. Number the five stages of Sami’s trip.
- Mark the stage where the ramp is blocked.
- Read the detour sign in Evidence A. Circle where its arrow points.
- Decide whether Sami can use that detour. Look for stairs.
- Write 3 or 4 sentences in the Your draft box, with one question for the city.
- Check that your question matches what Sami wants.
Sample answers for the task boxes
- The stage where the ramp is blocked
- Stage 2, the northeast curb ramp at Elm Street and 4th Avenue
- Where the detour sign points
- To a path that starts with a flight of stairs
- A stage nobody has checked
- Stage 5, the workshop entrance and room
Sample draft: Your sentences, 3 or 4
Sample answer Grades 6–8
At the corner of Elm Street and 4th Avenue, 1 the barrier was a blocked curb ramp. The detour sign points to stairs, so Sami cannot use it. 2 Nobody has checked the workshop entrance yet. 3 We could ask the city if there is a way around with no stairs.
- Describes the blocked ramp and where it is.
- Looks past the ramp to another stage of the trip.
- Asks one question the city can answer.
Check your work questions
- Does your map mark at least three stages of the trip?
- Does it describe the blocked ramp correctly?
- Does it ask the city one question?
- Did you check your question against what Sami wants?
- One change I made
- I changed “the city broke the law” to a question, because one video cannot show that.
My take: sample answers
- I think Sami and Mateo should ___ because ___.
- I think Sami and Mateo should ask the city for a way around because the sign points to stairs.
- The evidence that changed my first guess is ___.
- The route map changed my first guess. It shows nobody checked the workshop room.
- One question I still have is ___.
- One question I still have is how long the ramp will be blocked.
Grades 9–10
Write an access report to the city’s ADA coordinator about the blocked route.
Students make: Report, 120–170 words.
Steps students follow
- Reread Evidence A and B. Write the corner, day and time of the blocked ramp.
- Fill in the planner: what you saw, what you do not know yet and your question.
- Decide how to mention Sami. Mention her only if she agrees.
- Write a report of 120 to 170 words to the city’s ADA coordinator on the Your draft page.
- Write one sentence that explains why you ask a question instead of claiming a violation.
- Check your report with the questions on the Check your work page.
Sample answers for the task boxes
- Location, day and time
- Northeast corner of Elm Street and 4th Avenue, Tuesday, 4:05 p.m.
- What we saw
- We saw the curb ramp blocked by fencing and a detour sign that points to stairs.
- What we do not know yet
- Whether an accessible detour exists, how long the ramp stays blocked and whether the workshop entrance works.
- Which part of the ADA applies, and why
- Title II, because the city runs the workshop and the sidewalk is a city sidewalk.
- Our question for the city
- Could you tell us whether there is an accessible detour and how long the ramp will be blocked?
Sample draft: Your report to the ADA coordinator, 120 to 170 words
Sample answer Grades 9–10
To the City ADA Coordinator: I am writing about the construction at the northeast corner of Elm Street and 4th Avenue. It is next to the bus stop. 1 On Tuesday at 4:05 p.m., the curb ramp there was blocked by construction fencing. The detour sign pointed to a path that begins with a flight of stairs. My friend Sami, 2 who uses a wheelchair and agreed to be mentioned, could not use that detour to reach her bus. The city runs the workshop she was going to and maintains the sidewalk, so 3 we understand ADA Title II may apply. 4 Could you tell us whether there is an accessible detour, how it is marked and how long the ramp will be blocked? We would also like to know how to report this if it happens again. Thank you.
- Gives the exact place and time, so the office can find the problem.
- Mentions Sami only with her permission.
- Names the relevant law without declaring a violation.
- Asks a specific question the office can answer.
Sample draft: Why I asked instead of claimed, one sentence
Sample answer Grades 9–10
I asked because we saw one corner at one time, and only the city knows whether another route exists.
Check your work questions
- Does your report give the exact corner, day and time?
- Does it describe what you saw without saying the city broke the law?
- Does it ask one question the city can answer?
- Does your rationale explain why you asked instead of claimed?
- One change I made after feedback
- I replaced “the city is clearly violating the ADA” with a question about the detour, because we saw only one corner.
My take: sample answers
- My claim: ___.
- Mateo should send the ADA coordinator the corner, time and sign, and one question, if Sami agrees.
- The best evidence is ___, because ___.
- The detour sign, because it shows that the only posted route starts with stairs.
- Someone who disagrees might say ___.
- Posting the video would get a faster answer from the city.
- I would change my mind if ___.
- The city had already marked an accessible detour that Mateo missed.
Grades 11–12
Write an explainer on ADA jurisdiction and program access using Sami’s trip as the example.
Students make: Explainer, 400–500 words.
Steps students follow
- Reread the key idea. Underline what program access requires.
- Fill in the jurisdiction chart for the workshop, the sidewalk and a private café.
- Explain why an older building may not need a ramp at every door.
- Choose two stages of Sami’s trip to use as examples.
- Write an explainer of 400 to 500 words, starting on the Your draft page.
- Name the office a resident should contact. Keep claims about violations out.
- Check your explainer with the questions on the Check your work page.
Sample answers for the task boxes
- The parks department workshop
- Title II, because it is a city program.
- The city sidewalk and curb ramp
- Title II, which covers city sidewalks.
- A private café
- Title III, which covers private businesses.
- The office to contact
- The city’s ADA coordinator
- Program access in one sentence
- The workshop as a whole must be accessible, even if not every older building is; a city can move a service to an accessible place.
- What Sami’s trip can and cannot show
- It shows one blocked ramp and a detour with stairs on Tuesday. It cannot show whether the program as a whole is accessible.
Sample draft: Title II and Title III
Sample answer Grades 11–12
Which part of the ADA applies to Sami’s trip? The Americans with Disabilities Act has different titles for different settings. Title II covers state and local government programs and services, including city sidewalks. 1 Title III covers private businesses. On Sami’s route, the parks department workshop and the curb ramp at Elm Street and 4th Avenue both fall under Title II. A private café would fall under Title III.
- Draws the line between Title II and Title III.
Sample draft: Program access and Sami’s trip
Sample answer Grades 11–12
Program access is the Title II rule that a city program, as a whole, must be accessible. 1 It generally does not require every older building to be accessible. A city can, for example, move a service to an accessible place. That is why an older building might not need a ramp at every door. For Sami, access means the whole trip: finding the information, getting there, going in, taking part and leaving. Mateo’s video shows one stage on one Tuesday afternoon: a blocked ramp and a detour sign that points to stairs. 2 It cannot show whether an accessible detour exists or whether the workshop room works, because nobody has checked. A resident with those questions 3 should contact the city’s ADA coordinator.
- States program access the way the Department of Justice summary does.
- Uses the case to illustrate without overclaiming.
- Names who to contact.
Check your work questions
- Do you distinguish Title II from Title III accurately?
- Do you explain program access the way the Department of Justice guide does?
- Do you use Sami’s trip as an example without claiming a violation?
- Do you name the office to contact?
- One change I made after feedback
- I cut “the city is breaking the law,” because program access depends on the whole program, and we saw one corner.
My take: sample answers
- My claim: ___.
- The city is responsible for the route to its own program, so the report should go to its ADA coordinator.
- The best evidence is ___, because ___.
- The route map, because it shows access as a whole trip and marks what nobody has checked.
- Someone who disagrees might say ___.
- Whoever put up the fence should fix it, not the city.
- The limit of the evidence is ___.
- No document shows whether an accessible detour exists.
- I would change my mind if ___.
- The city showed that an accessible detour was marked and working that day.
College and community
Write a memo to the parks department about its workshop series. Report what Sami’s trip showed, summarize what the Department of Justice Title II guide says a city program must do and recommend two changes. Add a revised flyer that tells people how to request access.
Students make: Memo, 300–400 words, plus a revised flyer of 60–100 words.
Steps students follow
- Complete a route audit of Sami’s trip: find, get there, enter, take part, leave.
- Separate what the sign, the video and the map show from what they cannot show.
- Summarize what the Department of Justice guide says a city program must do.
- Choose two changes the parks department can make.
- Write a memo of 300 to 400 words on the Your draft page.
- Rewrite the flyer in 60 to 100 words so it says how to request access.
Sample answers for the task boxes
- What we observed
- Tuesday, 4:05 p.m.: the northeast curb ramp at Elm Street and 4th Avenue was fenced off. The detour sign pointed to stairs.
- What the evidence cannot show
- Whether an accessible detour exists, how long the closure lasts and whether the entrance and room are accessible.
- What the guide says
- Under Title II, the program as a whole must be accessible. A city can move a service to an accessible place.
- Two changes the parks department can make
- 1. Add access information and a contact to every workshop flyer. 2. Check the Annex entrance and room, and publish what it finds.
Sample draft: Your memo, 300 to 400 words
Sample answer College and community
To: Parks Department, Community Workshop Series. From: Mateo. Subject: Access to the Tuesday workshops. Purpose: to report what we observed on the way to your workshop and to suggest two changes. What we observed: 1 on Tuesday at 4:05 p.m., the northeast curb ramp at Elm Street and 4th Avenue was fenced off for construction. The detour sign pointed to a path that begins with stairs. Sami, who uses a wheelchair and agreed to be mentioned, could not use that detour to reach her bus. 2 We do not know whether an accessible detour exists. Nobody has checked the Annex entrance or room. What the guide says: under Title II, 3 a city program as a whole must be accessible, although not every older facility must be. A city can, for example, move a service to an accessible place. Recommendations: first, 4 add access information and a contact for access requests to every workshop flyer. Second, check the Annex entrance and room and publish the results. Contact: we plan to ask the city’s ADA coordinator about the detour.
- Reports an observation with the place and time.
- States what the evidence cannot show instead of a legal conclusion.
- Summarizes the guide without adding to it.
- Recommends a change within the department’s control.
Sample draft: Revised flyer, 60 to 100 words
Sample answer College and community
Free Community Workshop Series. Tuesdays, 5–7 p.m., Parks Department Annex. All welcome! Need an accessible entrance or other access support? 1 Call the front desk to request it before you come. Street work on your way? Ask the front desk for the current accessible route. Questions? Call the front desk.
- The revised flyer says how to request access and whom to contact.
Check your work questions
- Does your memo report observations with the place and time and no legal conclusion?
- Does your summary match what the Department of Justice guide says?
- Are both recommendations within the parks department’s control?
- Does your revised flyer say how to request access and whom to contact?
- One change I made after feedback
- I cut a recommendation to fix every curb ramp in the city, because the parks department does not control sidewalks.
My take: sample answers
- My claim: ___.
- The parks department should put access information on its flyers, and the city should answer the detour question.
- The best evidence is ___, because ___.
- The flyer, because “All welcome!” with no access contact is a barrier the department can fix itself.
- Someone who disagrees might say ___.
- The flyer is a small problem next to a blocked ramp.
- The limit of the evidence is ___.
- Nobody has checked the workshop entrance or room.
- I would change my mind if ___.
- The Annex entrance and room turned out to be inaccessible, so the building would matter more than the flyer.
Sample task answers for each grade band are in the educator edition for that band.
Evidence answers
Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.
Evidence A The detour sign
Look closely: Where does the arrow point? Who could not use that path?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The detour starts with stairs, so Sami cannot use it. | One question: Is there another way around with no stairs? |
| Grades 9–10 | The posted detour begins with stairs, so a wheelchair user cannot follow it. | Whether an accessible route exists, and how long the ramp stays blocked. |
| Grades 11–12 | The only posted detour starts with stairs. It went up Monday. | Whether another accessible route exists, and how long the closure will last. |
| College and community | A posted detour that a wheelchair user cannot follow, up since Monday. | Any accessible alternative, and how long the closure lasts. |
Evidence B Sami and Mateo’s route map
Look closely: Which stage is blocked, and which stage has nobody checked?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The trip has five stages. The ramp at stage 2 is blocked. | One question: Can Sami get into the workshop room? |
| Grades 9–10 | Five stages. The blocked ramp is stage 2, and the bus comes in 12 minutes. | Whether the workshop entrance and room work for Sami. Nobody checked. |
| Grades 11–12 | Access as a whole trip: one blocked stage and one unchecked stage. | Stage 5, the workshop entrance and room, which nobody has checked yet. |
| College and community | Five stages from home to the room. Stage 2 is blocked. | Whether stage 5, the entrance and room, is accessible. |
Evidence C The workshop flyer
Look closely: What does the flyer tell someone who needs to request access?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The workshop is free, on Tuesdays, and says “All welcome!” | One question: How would Sami ask for access? |
| Grades 9–10 | The parks department runs the workshop and invites everyone. | How to request access, and whom to contact about it. |
| Grades 11–12 | A city program that invites everyone but gives no access information. | How to request access. “Call the front desk” is its only contact. |
| College and community | “All welcome!” from a city program, with only a front-desk contact. | How to request access, and whether the entrance is accessible. |
Practice answers
The feedback students see for each choice on the student page.
Mateo wants people to know about the blocked corner. What should he do?
Why the best answer is best, by grade band
- Grades 6–8
- B. It tells the city what they saw and asks a question. It also lets Sami decide if she is part of it.
- Grades 9–10
- B. It gives the office that can act the corner, time and sign, and it asks Sami first. A claims a violation. C leaves the stairs detour for the next person.
- Grades 11–12
- B. A claims more than one video can show and uses Sami without asking. C solves today but leaves the detour in place. B asks the office that can answer.
- College and community
- B. It sends a specific observation to the responsible office and respects Sami’s choice. A overclaims, and C fixes one trip but not the detour.
Whose perspective is missing?
Prompt: Whose view is missing from these documents? What would you ask them?
- Grades 6–8
- The city’s view is missing. I would ask if there is a way around the ramp with no stairs.
- Grades 9–10
- The city’s ADA coordinator. I would ask whether there is an accessible detour and how long the ramp will be blocked.
- Grades 11–12
- The parks department’s. I would ask how people request access to the workshop and whether the entrance and room are accessible.
- College and community
- Whoever planned the detour. I would ask whether an accessible route was considered and how long the closure will last.
Discussion answers
The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.
Which barrier on Sami’s trip would a photo miss?
Heat check: Low- Grades 6–8
- A photo would miss the flyer. It does not say how to ask for access.
- Grades 9–10
- The flyer, which gives no way to request access. That barrier is about information, so no camera at the corner would show it.
- Grades 11–12
- The unchecked workshop entrance and the flyer with no access information. Both sit outside the frame, and the flyer is a barrier in information, not concrete.
- College and community
- Information barriers, like a flyer with no way to request access, and any stage nobody has checked, such as the workshop room.
What is the difference between recording a barrier and making Sami the content?
Heat check: MediumWhy: Students may bring up online videos of disabled people or share their own experiences. Cool-down: Keep the talk on Sami and Mateo. No one shares health or disability information. Reread Sami’s line: “Me, ask first.”
- Grades 6–8
- Recording the barrier shows the ramp and the sign. Making Sami the content means filming her without asking.
- Grades 9–10
- A record of the corner, the time and the sign helps the city fix it. Posting Sami without her permission turns her trip into someone else’s story.
- Grades 11–12
- Recording documents the barrier for the office that can act. Making Sami the content puts her in public view without consent, and she said, “Me, ask first.”
- College and community
- The first serves the fix: the corner, the time and the sign. The second serves an audience and takes away Sami’s choice about what is said about her.
Construction is temporary, but the detour affects people now. What should a city do to keep routes usable during repairs?
Heat check: Low- Grades 6–8
- The city should post a detour with no stairs and say how long the ramp will be closed.
- Grades 9–10
- Mark an accessible detour before the fence goes up and post how long the closure lasts. Give a contact for people who cannot use the detour.
- Grades 11–12
- Plan an accessible detour as part of the construction, mark it on the sign and post a contact. The cost is time and money at each work site.
- College and community
- Require a marked, accessible detour before work starts and name who answers questions. The trade-off is slower and costlier repairs.
Sample explanation
One way a student could explain the case in plain words:
The entrance is only one part of the visit. Can people find the information and participate once they arrive?
En español: La entrada es solo una parte de la visita. ¿La gente puede encontrar la información y participar al llegar?
Annotated student draft
Prompt: Write a message to the city about the blocked route.
First draft
1 The city is breaking the ADA. There is 2 construction blocking the ramp and 3 a wheelchair user I know couldn’t get to the bus. We were standing there for like ten minutes trying to figure out another way and the sign just pointed to stairs. My friend almost missed her workshop because of it. This is discrimination and completely illegal. Nobody even cares about this. You need to 4 fix every ramp in the neighborhood right away or 5 we will post the photos everywhere.
- Revise. One observation doesn’t establish a violation. Describe what you saw and ask.
- Evidence. Good fact. Add the exact location and date.
- Audience. Did Sami agree to be mentioned? Ask before including her.
- Revise. Too broad to act on. Ask about this detour.
- Audience. Threats make a response less likely. State the follow-up you’ll do instead.
Revised draft
Hello, I’m writing about the construction at the corner of Elm Street and 4th Avenue, by the bus stop. On Tuesday at about 4 p.m., the curb ramp on the northeast corner was blocked, and the detour sign pointed to a route with stairs. My friend, who uses a wheelchair and agreed to be mentioned, could not reach the bus stop that way. Could you tell us whether there is an accessible detour during construction, how it’s marked and how long the ramp will be blocked? We’d also like to know how to report this if it happens again. Thank you.
Rubric
Score each row. Proficient is the target for most students.
| Criterion | Beginning | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence | No location or time. | General description. | Specific location, time and observation. | Specific observation plus what remains unknown. |
| Reasoning | Declares a violation. | Mixes observation and conclusion. | Separates observation from legal question. | Connects observation to program access and asks the right office. |
| Audience & purpose | Threatening or vague. | Polite but no clear request. | Specific, answerable request to the right office. | Request plus how to report future issues. |
| Revision | No change. | Tone only. | Adds specifics and removes the legal conclusion. | Explains how each change helps the city act and respects Sami. |
Support and challenge
Support
- Provide a printed route map with stages labeled
- Read the DOJ summary aloud with a visual of Titles II and III
- Spanish vocabulary: ruta, barrera, rampa, desvío
- Allow an oral report
- Reduce to mapping two stages
Supports written for each grade band:
Grades 6–8
- Printed route map with five stages
- Frames: “At __, the barrier was __. We could ask __.”
- Vocabulary: route, barrier, ramp, detour
- Talk with a partner first
Grades 9–10
- Report template: location, date/time, observation, effect, request
- Model report
Grades 11–12
- Jurisdiction chart: Title II vs. Title III
- Program-access explainer
College and community
- Memo template: purpose, what we observed, what the guide says, recommendations, contact
- Route audit from the workshop: find, get there, enter, take part, leave
- Chart comparing Title II and Title III
Challenge
- Find your city’s ADA coordinator page and summarize its complaint process
- Research how your city communicates construction detours
- Grades 6–8
- Add one barrier a photo would miss, like missing information online.
- Grades 9–10
- Explain in one sentence why you are asking a question rather than claiming a violation.
- Grades 11–12
- Explain why an older building might not need a ramp at every door while the program still must be accessible.
- College and community
- Separate what the sign, the photo and the route map show from what they cannot show. The route map marks the workshop entrance as not yet checked.
More extension prompts
These activities are not on the student page. Use them for students who finish early or want a different angle.
- Trace it to the source Journalism
- Distinguish an observed measurement, a user report and an unverified assumption.
- Plan the message Communications
- Whose experience would help test the route, and how can they contribute without being asked to represent everyone? What would someone need to know before starting the trip, rather than only after arriving?
- Check the rules Law
- Which ADA source applies to the setting? Do not turn a photograph into a finding of legal compliance.
Try it at your school
Find your city’s ADA contact.
- With a trusted adult, search your city’s website for “ADA coordinator” or “accessibility”
- Save how to report a blocked sidewalk or curb ramp (often 311 or a public works page)
- If you notice a barrier, note the location, date and time
- Ask the person affected what they want before reporting on their behalf
Who to ask City ADA coordinator, 311 or public works, school transportation office for school routes
Stay safe Don’t film or post people with disabilities without clear permission. Stay out of construction zones.
Classroom resources
Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.
Try
Games, simulations and tools students use themselves.
For students iCivics
Counties Work (game)
Run a county, route residents’ requests to the right department and see who fixes what.
- Grades 6–8
- Grades 9–12
Free; plays in the browser.
Also on the student page, under Explore more.
Open on icivics.org (opens in a new tab)Read
Articles, official pages and case records.
Students and educators ADA.gov (U.S. Department of Justice)
State and Local Governments (ADA Title II)
Learn what cities must do to keep routes and programs accessible and how to file a complaint.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on ada.gov (opens in a new tab)Students and educators ADA National Network
An Overview of the Americans with Disabilities Act
A plain summary of each ADA title so you can tell which office is responsible.
- Grades 6–8
- Grades 9–12
- Ages 16–24
Also on the student page, under Explore more.
Open on adata.org (opens in a new tab)Teach
Lesson plans, slides and guides for you. These stay off the student pages.
For educators U.S. Access Board
Guide to the ADA Standards, Chapter 4: Ramps and Curb Ramps
Illustrated technical guide to what a working curb ramp must have, for describing the problem precisely.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Open on access-board.gov (opens in a new tab)Links checked September 25, 2026.
Standards
Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.
| Grade | What students do | Standards |
|---|---|---|
| Grade 6 | Map Sami’s trip from home to the workshop and mark each place something could go wrong. Students make: Annotated map plus 3–4 sentences. | RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab) |
| Grade 7 | RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab) | |
| Grade 8 | RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab) | |
| Grades 9–10 | Write an access report to the city’s ADA coordinator about the blocked route. Students make: Report, 120–170 words. | RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab) |
| Grades 11–12 | Write an explainer on ADA jurisdiction and program access using Sami’s trip as the example. Students make: Explainer, 400–500 words. | RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab) |
| College and community | Write a memo to the parks department about its workshop series. Report what Sami’s trip showed, summarize what the Department of Justice Title II guide says a city program must do and recommend two changes. Add a revised flyer that tells people how to request access. Students make: Memo, 300–400 words, plus a revised flyer of 60–100 words. |
|
| Social studies (C3) |
| D2.Civ.4.6-8 (opens in a new tab) D2.Civ.12.9-12 (opens in a new tab) D2.Civ.13.9-12 (opens in a new tab) D4.7.6-8 (opens in a new tab) |
What each standard means
RI.6.1- Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5- With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c- Ask and answer specific questions with details that add to the discussion.
SL.6.1.d- Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1- Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c- Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d- Take in new information from others and change your view when the evidence calls for it.
RI.8.1- Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c- Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d- Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1- Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2- Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c- Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d- Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1- Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2- Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c- Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d- Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.4.6-8- Explain the powers and limits of the branches of government, public officials and agencies at different levels.
D2.Civ.12.9-12- Analyze how people use and challenge laws at different levels to address public issues.
D2.Civ.13.9-12- Evaluate public policies by their intended and unintended outcomes and consequences.
D4.7.6-8- Assess what you and others can do about local, regional and global problems, considering strategies and likely outcomes.
Civic Engagement VALUE Rubric- AAC&U’s rubric for taking part in community life, including civic communication and working within community structures toward a civic aim. In this case: Students direct a request to the city department that runs the workshop.
Problem Solving VALUE Rubric- AAC&U’s rubric for defining a problem, proposing and weighing solutions and checking the results. In this case: Students define the barrier along the whole route and propose changes the department can carry out (Define Problem; Propose Solutions/Hypotheses).
Written Communication VALUE Rubric- AAC&U’s rubric for writing that fits its context and purpose, develops its content and uses sources and evidence. In this case: Students write a memo and a flyer for two different readers.
Authority Is Constructed and Contextual- A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students explain why the Department of Justice guide, not a photo or a detour sign, describes what a city program must do.
Plain wording is our paraphrase. The official text is at each link.
Course versions
Each course version changes what students read, make and show. The names are the official course names.
Open your course to see its task.
Honors (set by your school)
Task: Argue what a city should do during construction to keep routes usable.
- Students make
- Argument, 550–650 words.
- Assess
- The argument is judged on the realism and verifiability of its standard and the honesty of its trade-offs, not on length.
Steps and sample answers
Steps students follow
- Read the city detour policy your teacher gives you. Note who does what.
- Fill in the policy options chart with two or three options.
- Write the strongest objection: accessible detours cost money and slow repairs.
- Propose a standard. Name who is responsible, what it costs and how it is checked.
- Draft your introduction and proposal on the Your draft page.
- Write the full argument of 550 to 650 words in the online workspace or on paper.
Sample answers for the task boxes
- My standard
- No work closes a curb ramp until a step-free detour is marked, dated and checked.
- Who is responsible
- The contractor sets up the detour. The city approves it before work starts.
- What it costs
- Planning time and money at each site. Some repairs may start later.
- The strongest objection
- Accessible detours at every site slow repairs that would improve access in the end.
- How the city checks that it works
- An inspector walks each detour on its first day. The sign lists a contact for problems.
Sample draft: Introduction
Sample answer Honors (set by your school)
On a Tuesday afternoon, a detour sign at Elm Street and 4th Avenue pointed Sami to a flight of stairs. The curb ramp was fenced off for construction, and her bus came in 12 minutes. Construction is temporary, and repairs often improve a route in the end. The people who use the route need it now. A city should not wait for a complaint to learn that a detour does not work. The city should adopt a construction-access standard: 1 no curb ramp closes until a step-free detour is marked, dated and checked.
- States a clear, specific standard.
Sample draft: Proposal and objection
Sample answer Honors (set by your school)
The strongest objection is cost and schedule. Requiring an accessible detour at every work site takes planning time and money. It may also slow repairs that would make the route better. 1 That objection is serious, so the standard should be narrow. It applies only when work closes a curb ramp or a sidewalk. The contractor would set up the detour, and 2 the city would approve it before work begins. The sign would list the reopening date and a contact, such as the ADA coordinator. Under Title II, a city’s programs as a whole must be accessible, and Sami’s route led to a city workshop. 3 An inspector would walk each detour on its first day, so the city learns about a failure before a resident does.
- Weighs the trade-off honestly and adjusts the proposal.
- Names who is responsible for each part.
- Includes a way to check that the standard works.
Check your work questions
- Is your standard clear and specific?
- Do you use Title II and program access accurately?
- Do you weigh cost, time and safety honestly?
- Do you include a way to check that the standard works?
- One change I made after feedback
- I narrowed my standard to work that closes a curb ramp or sidewalk, because my first version would have held up every repair.
This case in the Honors (set by your school) educator edition
Open on screen Print this casePre-AP English 1 and Pre-AP English 2
Task: Closely observe Mateo’s photo, the detour sign and the route map, then write an evidence-based paragraph on what the evidence shows about Sami’s whole trip and what it leaves out.
- Students make
- Annotated map plus paragraph (150–200 words).
- Assess
- The grid and map are checked for precise observations and named gaps, and the paragraph is scored for a supported claim and a question that respects Sami’s decisions.
- Course skills
- Close observation and analysis, Higher-order questioning, Evidence-based writing.
Steps and sample answers
Steps students follow
- Read the detour sign in Evidence A and the route map in Evidence B side by side.
- Fill in the grid: what is visible and what is not.
- Answer the question stem: which stage of the trip is not in the frame?
- Compare gap lists with a partner. Agree on the biggest gap.
- Write one respectful question for Sami that would fill that gap.
- Write a paragraph of 150 to 200 words on the Your draft page.
Sample answers for the task boxes
- Visible
- A fenced-off curb ramp and a sign whose arrow points to stairs.
- Not visible
- Stages 3 to 5, any other route and how long the closure lasts.
- Which stage of the trip is not in the frame?
- Stage 5, the workshop entrance and room. Nobody has checked it.
- My question for Sami
- Do you want us to find out whether the workshop entrance and room work for you?
Sample draft: Your paragraph, 150 to 200 words
Sample answer Pre-AP English 1 and Pre-AP English 2
The evidence shows one barrier on Sami’s trip, 1 but it cannot show whether the whole trip works. Mateo’s video records the northeast curb ramp at Elm Street and 4th Avenue, blocked by construction fencing at 4:05 p.m. on Tuesday. The detour sign’s arrow points to a path that begins with a flight of stairs, so the posted detour does not work for Sami. 2 The route map puts this barrier at stage 2 of five. Stage 1, the sidewalk from home, is clear. Stages 3 and 4, the bus stop and the bus, are outside the frame. Stage 5, the workshop entrance and room, is marked “not yet checked.” 3 That is the biggest gap, because Sami still has to get into the room. The evidence supports one claim: the posted detour did not work for Sami on Tuesday.
- States the limit of the evidence in the claim itself.
- Uses a precise observation from the map.
- Names the gap and explains why it matters.
Check your work questions
- Do you keep what is visible separate from what is not?
- Do you name the biggest gap honestly?
- Is your claim supported by precise observations?
- Does your question for Sami respect her decisions?
- The gap my partner chose
- My partner chose how long the closure lasts, because the workshop meets every Tuesday.
- What I changed, and why
- I added the bus stop and the bus to my gaps, because my first list named only the workshop room.
This case in the Pre-AP English 1 and Pre-AP English 2 educator edition
Open on screen Print this caseAP English Language and Composition
Task: Compare two messages to the city (one angry and absolute, one precise) and argue which is more likely to get the route fixed.
- Students make
- Comparative analysis, about 500 words.
- Assess
- The analysis receives practice feedback on the three AP Lang scoring rows, with commentary judged on how clearly it links claim strength to the audience.
- Course skills
- Claims and Evidence (CLE), Rhetorical Situation (RHS), Reasoning and Organization (REO).
Steps and sample answers
Steps students follow
- Read the two messages to the city side by side.
- Fill in the chart: each message’s main claim and the evidence behind it.
- Mark where each message claims more than the evidence shows.
- Write a thesis on which message is more likely to get the route fixed.
- Draft your thesis and one body paragraph on the Your draft page.
- Answer the view that the angry message carries urgency the precise one loses.
- Finish the analysis of about 500 words in the online workspace or on paper.
Sample answers for the task boxes
- Message 1: main claim and evidence
- Claim: “The city is breaking the ADA.” Evidence: one blocked ramp and a sign that pointed to stairs.
- Message 2: main claim and evidence
- Claim: the posted detour did not work for a wheelchair user. Evidence: the corner, the time and the sign.
- The audience and what it needs
- A city office that needs a location, a time and a question it can answer.
- Thesis
- The precise message is more likely to get the route fixed, because its claims stay within its evidence.
Sample draft: Thesis and body paragraph
Sample answer AP English Language and Composition
The precise message is more likely to get the route fixed. 1 Its claims stay within its evidence, and it asks a question the office can answer. The first message opens with a verdict: “The city is breaking the ADA.” Its only evidence is one blocked ramp and a sign that pointed to stairs. An ADA coordinator who reads that verdict first 2 may defend the city before looking for the corner. The revision opens with a place instead: “the corner of Elm Street and 4th Avenue, by the bus stop.” It gives a day, a time and what the writer saw. Then it asks whether there is an accessible detour and how long the ramp will be blocked. 3 Each detail gives the office something to check.
- A defensible thesis about effectiveness.
- Links a choice to the institutional audience.
- Commentary explains the effect of the evidence.
Sample draft: Counterargument and qualification
Sample answer AP English Language and Composition
A reader might say the angry message carries an urgency the precise one flattens. That is fair. “Nobody even cares about this” sounds like someone who has waited too long. But the threat to “post the photos everywhere” turns urgency into a demand the office may resist. The precise message keeps the urgency by naming the effect: the friend “could not reach the bus stop that way.” 1 Neither message can guarantee a fix, because only the office can act.
- Qualifies the claim, as the route’s revision asks.
Check your work questions
- Does your thesis argue which message is more likely to get the route fixed?
- Do you analyze the claims and evidence in each message?
- Do you link choices to the city office as the audience?
- Does your conclusion name what neither message can guarantee?
- One change I made after feedback
- I revised my conclusion to say that neither message can guarantee a fix, because only the office decides.
This case in the AP English Language and Composition educator edition
Open on screen Print this caseAP United States Government and Politics
Task: Concept application: the ADA (1990) is civil rights legislation, and it is often cited as an example of a federal mandate on state and local governments. Explain both ideas and apply them to the blocked route.
- Students make
- Concept-application response, about 300 words.
- Assess
- Each part is checked in the style of the Concept Application question for accurate description, a clear explanation of federalism and a balanced application to the route.
- Course skills
- Unit 1: Foundations of American Democracy, Unit 3: Civil Liberties and Civil Rights, Concept Application.
Steps and sample answers
Steps students follow
- Read the first paragraph of the key idea, the Department of Justice summary.
- Fill in the chain: Congress, the Department of Justice, the city, the sidewalk.
- Write part A: describe the ADA as civil rights legislation.
- Write part B: explain why the ADA is cited as a federal mandate.
- Write part C: apply both ideas to the blocked curb ramp.
- Write about 300 words in all. Continue on paper if you need more room.
Sample answers for the task boxes
- Congress
- Passed the ADA, which was signed in July 1990.
- Department of Justice
- Explains what Title II requires of cities.
- The city
- Runs the workshop and maintains the sidewalk.
- The sidewalk
- The curb ramp at Elm Street and 4th Avenue is blocked.
Sample draft: Part A: civil rights legislation
Sample answer AP United States Government and Politics
The Americans with Disabilities Act of 1990 is civil rights legislation. It sets rules so that people with disabilities can take part in public life. 1 Title II covers state and local government programs and services, such as a city parks department workshop.
- Describes Title II accurately.
Sample draft: Part B: a federal mandate
Sample answer AP United States Government and Politics
The ADA is often cited as an example of a federal mandate. 1 Congress set requirements that state and local governments must meet, and the Department of Justice explains them. Under Title II, a city’s programs as a whole must be accessible. A mandate can strain a local budget, because the city must meet the requirement whether or not it planned for the cost.
- Explains a mandate in terms of federalism.
Sample draft: Part C: the blocked route
Sample answer AP United States Government and Politics
Sami’s route shows both ideas. The curb ramp at Elm Street and 4th Avenue was blocked for construction, and the detour sign pointed to stairs. As civil rights legislation, the ADA asks whether Sami can reach the city’s workshop. 1 As a mandate, it puts the duty on the city, not on Congress. A construction budget is a real limit, but 2 a cost does not remove the requirement. One video cannot show a violation, so the next step is a question to the city’s ADA coordinator.
- Applies the concept to the case.
- Names the budget tension without excusing the barrier.
Check your work questions
- Do you describe Title II accurately?
- Do you explain what a federal mandate is and how it relates to federalism?
- Do you apply both ideas to the blocked route?
- Is your reasoning balanced, without excusing the barrier?
- One change I made after feedback
- I replaced “the city violated the ADA” with the question the city must answer, because one video cannot show a violation.
This case in the AP United States Government and Politics educator edition
Open on screen Print this caseAP Seminar
Task: Individual written argument on “Who is responsible for an accessible city?”, using a stimulus packet.
- Students make
- Individual written argument, 1,200–1,500 words.
- Assess
- The argument is scored with an educator-adapted rubric modeled on the published Individual Written Argument expectations; it is practice, not a Performance Task 2 submission.
- Course skills
- Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas.
Steps and sample answers
Steps students follow
- Annotate each stimulus source: its claim, its evidence and whose perspective it gives.
- Fill in the perspective map: city, residents, contractors and taxpayers.
- Write a research question about who is responsible for an accessible city.
- Draft your introduction and one body section on the Your draft page.
- Write your full argument of 1,200 to 1,500 words in the online workspace or on paper.
- Check your argument with the questions on the Check your work page.
Sample answers for the task boxes
- My research question
- Who should be responsible for keeping a city route usable while it is under construction?
- City
- Runs the workshop and the sidewalk. Title II requires its program as a whole to be accessible.
- Residents with disabilities
- Know which stages of a trip fail. Sami decides what is said about her trip.
- Contractors
- May set up fencing and detours. They work under schedules and budgets.
- Taxpayers
- Pay for repairs and for accessible detours, and want both done well.
Sample draft: Introduction
Sample answer AP Seminar
Who should be responsible for keeping a city route usable during construction? The question sounds technical, but it decides who can reach public life. In a fictional case, a detour sign at Elm Street and 4th Avenue pointed Sami, who uses a wheelchair, toward a flight of stairs. The curb ramp was fenced off, and her bus was 12 minutes away. The city, its contractors, taxpayers and residents like Sami each hold part of the answer. This argument claims that 1 the city must hold final responsibility. 2 Residents with disabilities should help set and test the standards it uses.
- States an original, arguable claim.
- Treats disabled residents as decision-makers, the route’s challenge.
Sample draft: One body section
Sample answer AP Seminar
The legal perspective starts with the Department of Justice. Its guide explains that under Title II, a city’s programs as a whole must be accessible, although not every older facility must be. The guide also covers curb ramps during street and sidewalk work. That places the duty on the city, even when a contractor does the work. A transit perspective shows what happens when a duty is enforced late. THE CITY reported in 2025 that a North Bronx subway station would get elevators nearly a decade after an ADA lawsuit. 1 A lawsuit can force a fix, but it arrives years later. A design perspective asks whose trip a route was planned for. 2 Sami’s route map answers part of that: stage 2 was blocked, and stage 5 had never been checked.
- Synthesizes a source into the argument instead of summarizing it.
- Uses the case evidence within its limits.
Check your work questions
- Is your research question clear and focused?
- Do you compare several perspectives fairly?
- Is your argument an original synthesis, not a summary of sources?
- Do you name the limits of your evidence?
- One change I made after feedback
- I narrowed my claim about the Bronx station to what the article reports, because one station cannot speak for every city.
This case in the AP Seminar educator edition
Open on screen Print this caseOfficial course framework: College Board, AP Seminar course page (opens in a new tab)
Pre-IB (a school pathway, not an IB program)
Task: Write a structured argument on who should be responsible for keeping public routes accessible, comparing a rights-based approach (the ADA’s program-access requirement) with a design-based approach (universal design). Then give a two-minute oral response to one challenge question from a peer.
- Students make
- Structured argument (500–600 words) plus a two-minute oral response.
- Assess
- The educator applies the school’s own pre-IB rubric for comparison, argument and oral response; no IB criteria, marks or grades are assigned.
Steps and sample answers
Steps students follow
- Fill in the grid for each approach: what it requires, who acts and when.
- Explain what each approach would have changed about Sami’s Tuesday trip.
- Name one barrier that neither approach would have removed.
- Write your position and a counterclaim in the planner.
- Write a structured argument of 500 to 600 words, starting on the Your draft page.
- Prepare a two-minute oral answer to one challenge question from a peer.
Sample answers for the task boxes
- Rights-based approach: program access
- Requires the city’s program as a whole to be accessible. The city acts, and residents can raise problems with the ADA coordinator.
- Design-based approach: universal design
- Plans routes and programs for many kinds of users from the start. Planners act before construction begins.
- What each would have changed for Sami
- Program access: a question to the city could lead to an accessible detour. Design: the detour would have been planned without stairs.
- What neither would have changed
- The 12 minutes Sami had that Tuesday. Neither approach helps once she is already at the corner.
- My position
- A city needs both, but design should come first, because a right enforced after a barrier still leaves someone at the corner.
Sample draft: Your argument: opening paragraphs
Sample answer Pre-IB (a school pathway, not an IB program)
Who should keep public routes accessible, and how? 1 A rights-based approach answers with a duty. Under the ADA’s program-access rule, as the Department of Justice explains it, a city’s program as a whole must be accessible. A design-based approach answers with a plan: build routes and programs for many kinds of users from the start. Sami’s Tuesday trip shows the difference. Under program access, Sami or Mateo could ask the city’s ADA coordinator whether an accessible detour exists. Under universal design, the detour at Elm Street and 4th Avenue 2 would have been planned without stairs before the fence went up. A city needs both approaches, but design should come first. A right that is enforced after a barrier appears still leaves someone at the corner with 12 minutes to catch a bus.
- Explains the first approach by what it requires.
- Applies the design approach to the case without overclaiming.
Sample draft: Counterclaim and response
Sample answer Pre-IB (a school pathway, not an IB program)
A counterclaim is that design cannot anticipate every problem, so rights must come first. 1 That is partly true. Nobody on Sami’s route had checked the workshop entrance, and no plan covers what nobody checks. But the evidence shows a failure that planning could have prevented: a posted detour that began with stairs. 2 Rights give Sami a way to ask. Design makes asking less necessary.
- Tests the position against a counterclaim honestly.
- Returns to the position after the counterclaim.
Check your work questions
- Do you explain both approaches accurately?
- Do you apply each one to Sami’s trip without overclaiming?
- Do you test your position against a counterclaim?
- Did your oral response answer the question with evidence?
- The challenge question I answered
- My peer asked whether universal design would have fixed the flyer, too.
- What I changed, and why
- I added the unchecked workshop entrance to my counterclaim, because it shows what a plan can miss.
This case in the Pre-IB (a school pathway, not an IB program) educator edition
Open on screen Print this caseIB Middle Years Programme (MYP)
Task: Investigate “What makes a city accessible?” and conduct a consent-based route audit of a public space near school.
- Students make
- Audit report plus 200-word reflection.
- Assess
- The educator uses Individuals and societies criteria A, B and D, applying the school’s own year-level descriptors.
- Course skills
- Individuals and Societies B: Investigating, Individuals and Societies D: Thinking critically, Individuals and Societies A: Knowing and understanding.
Steps and sample answers
Steps students follow
- Write your research question at the top of the planner.
- List the five stages you will audit: find, get there, enter, take part, leave.
- Add information and communication access to your audit checklist.
- Write your consent plan. Photograph places, not people, unless they agree.
- Visit a public space near school with an adult. Stay out of construction zones.
- Write your audit report on the Your draft page.
- Write a reflection of about 200 words on fairness and development.
Sample answers for the task boxes
- Research question
- What makes a city accessible for a trip to a public program?
- Stages I will audit
- Finding information, getting there, going in, taking part and leaving.
- Kinds of access I will check
- Physical access, like ramps; information, like flyers; and communication, like how to request access.
- Consent plan
- I will ask before I photograph or quote anyone. I will photograph places, not people.
- What my observations cannot show
- One visit shows one time. It cannot show whether a program as a whole is accessible.
Sample draft: Audit report
Sample answer IB Middle Years Programme (MYP)
Practice audit of Sami’s route. Finding information: 1 the flyer says “All welcome!” but gives no way to request access. Getting there: the sidewalk to Elm Street and 4th Avenue is clear, but the northeast curb ramp is blocked, and the detour starts with stairs. The bus stop comes next, with a bus in 12 minutes. Going in and taking part: 2 the workshop entrance and room are not yet checked. Limits: one visit, at one time.
- Audits information access, not only the entrance.
- Records a gap honestly instead of guessing.
Sample draft: Reflection, about 200 words
Sample answer IB Middle Years Programme (MYP)
Our global context is fairness and development. Before this unit, I thought access meant a ramp at the front door. Sami’s trip changed that. Her route had five stages, and the barrier was at stage 2, a curb ramp fenced off for construction. The detour sign pointed to stairs. A route that worked for most people did not work for her. The workshop flyer said “All welcome!” but gave no way to request access. That barrier was about information, not concrete. 1 Our statement of inquiry says fair cities treat access as a whole journey. My audit tried to do that by checking information and communication, not only entrances. It also had limits. I saw each place once, so I cannot say whether a program as a whole is accessible. The hardest choice was about consent. 2 I photographed places, not people, because Sami said, “Me, ask first.”
- Connects the audit to the statement of inquiry.
- Shows the consent plan in practice.
Check your work questions
- Is your research question clear and focused?
- Does your audit cover physical, information and communication access?
- Do you name what your observations cannot show?
- Did you get consent before recording or quoting anyone?
- One change I made after feedback
- I added the flyer to my audit, because my first draft checked only entrances and ramps.
This case in the IB Middle Years Programme (MYP) educator edition
Open on screen Print this caseOfficial course framework: International Baccalaureate, MYP curriculum (opens in a new tab)
IB Diploma Programme: Global politics
Task: Rehearse an engagement project on accessibility where you live: frame a political issue about who is responsible for accessible public routes, map the actors (city departments, contractors, the ADA coordinator, disability advocacy groups, residents), plan consent-based engagement that treats disabled residents as decision-makers, and compare the ADA’s approach at a general level with the UN Convention on the Rights of Persons with Disabilities, which the United States has signed but not ratified.
- Students make
- Engagement-project proposal, 600–800 words, with an actor map.
- Assess
- The educator gives practice feedback on issue framing, actor analysis, engagement ethics and conceptual accuracy; the proposal is not an internal assessment submission and no IB marks are predicted.
- Course skills
- Global politics — key concept: power; thematic study: Rights and justice.
Fit: partial. Disability access raises rights, equality and the power of public bodies, and a local accessibility issue is a realistic engagement project, but the case is one domestic route and needs international and comparative material to reach the thematic studies.
Steps and sample answers
Steps students follow
- Frame a political issue about who keeps public routes accessible where you live.
- Map the actors: city departments, contractors, the ADA coordinator, advocacy groups and residents.
- Plan one contact that treats disabled residents as decision-makers, with consent.
- Compare the ADA and the UN Convention on the Rights of Persons with Disabilities in the grid.
- Explain what signing without ratifying means for a resident on a blocked sidewalk.
- Write your proposal of 600 to 800 words, starting on the Your draft page.
Sample answers for the task boxes
- Political issue
- Who is responsible for keeping public routes accessible, and how can residents hold them to it?
- Actor map
- City departments: formal authority. Contractors: the work site. ADA coordinator: complaints. Advocacy groups: voice. Residents: knowledge of routes.
- Engagement plan
- With a teacher’s help, ask a disability advocacy group which routes its members want checked. Quote no one without consent.
- The ADA and the UN Convention
- The ADA is a domestic statute that covers city programs. The United States has signed the Convention but not ratified it.
Sample draft: Proposal: issue, actors and engagement
Sample answer IB Diploma Programme: Global politics
Issue: who is responsible for keeping public routes accessible, and 1 how residents can hold them to it. A fictional case shows the stakes. At Elm Street and 4th Avenue, a construction fence blocked a curb ramp, and the detour sign pointed to stairs. Actors: city departments hold formal authority over sidewalks and programs. 2 Contractors control the work site. The ADA coordinator handles compliance and complaints. Advocacy groups and residents bring voice and knowledge of which routes fail. Engagement: with a teacher’s help, I would ask a local disability advocacy group which routes its members want checked. 3 Members would decide what is recorded, and I would quote no one without consent.
- Frames a political issue about power and accountability.
- Maps an actor by its source of power.
- Treats disabled residents as decision-makers.
Sample draft: The ADA and the UN Convention
Sample answer IB Diploma Programme: Global politics
The ADA is a domestic statute, and Title II covers city programs and services. The United States has signed the UN Convention on the Rights of Persons with Disabilities but has not ratified it. Without ratification, the Convention does not bind the United States the way a ratified treaty would. That choice stays with the national government, 1 which is a question of sovereignty. For a resident on a blocked sidewalk, the rule to invoke is the ADA, and the office to ask is the city’s ADA coordinator.
- Connects the comparison to a core concept.
Check your work questions
- Is your issue political and clearly framed?
- Does your actor map show each actor’s source of power accurately?
- Does your engagement plan treat disabled residents as decision-makers, with consent?
- Do you compare the ADA and the UN Convention accurately?
- One change I made after feedback
- I changed my plan from interviewing people at a bus stop to contacting an advocacy group, because consent comes first.
This case in the IB Diploma Programme: Global politics educator edition
Open on screen Print this caseSteps and sample answers for each course are in the educator edition for that course.
Not recommended for this case
- IB Diploma Programme: Language A: language and literature
- The case’s texts are a detour sign, a route map and a flyer, which support civic reasoning about access more than sustained analysis of language and form, and the Capitol Crawl connection is a historical event rather than a studied text.
Sources
Case sources
- HISTORY, “When the ‘Capitol Crawl’ Dramatized the Need for Americans with Disabilities Act (opens in a new tab).” July 24, 2020. The protest on March 12, 1990, who climbed and how it pushed the ADA toward passage.
- Minnesota Governor’s Council on Developmental Disabilities, “The Capitol Crawl (opens in a new tab).” No date listed. A state history of the protest and of ADAPT, which began as Americans Disabled for Accessible Public Transit.
- U.S. Department of Justice, “The ADA and City Governments (opens in a new tab).” No date listed. Title II program access, curb ramps during street work and effective communication.
Research behind the lesson
These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.
- CAST, 2024. Universal Design for Learning Guidelines 3.0 (opens in a new tab). Research-informed design guidance. Provide options for engaging with material, understanding it and expressing learning while keeping the learning goal clear. Keep in mind: Options should address actual barriers. Offering a choice of formats alone does not make an experience accessible.
- Carol Bacchi, No date listed. What’s the problem represented to be? (opens in a new tab) Author’s explanation of a policy-analysis approach. Examine the view of the problem built into a proposed solution, including its assumptions and omissions. Question your own proposal, too. Keep in mind: Our entry questions adapt part of WPR. They are not the complete approach or a substitute for evidence about an option’s effects.
Professional codes
- American Society for Public Administration (ASPA), ASPA Code of Ethics (opens in a new tab). Revised 2013. ASPA has promoted ethical standards for public servants since 1984.
- National Press Photographers Association (NPPA), NPPA Code of Ethics for Visual Journalists (opens in a new tab). No revision date shown on the page.
- American Bar Association (ABA), Center for Professional Responsibility, ABA Model Rules of Professional Conduct (opens in a new tab). Adopted by the ABA House of Delegates in 1983 and amended since.
Standards and course frameworks
- Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
- College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
- College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, Global politics course page (opens in a new tab). Checked September 25, 2026.
- American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
- Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.
Margin notes
- Evidence to check
- A question to ask
- A rule or process
- Who it affects
The companions are characters in the story. Their notes point to something to check or ask.
AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.
