Lesson 16: Who wrote the new building rule? Educator guide
An unsigned notice says the building’s only step-free door locks at 8 p.m., and Sami’s workshop runs later.
- Grades 6–12 and college
- 45-minute lesson
- 3 evidence documents
- Lesson 16 of 20

Content note
This case involves disability access and a request for an exception to a building rule. No student should share their own disability, health information or housing situation, so keep the discussion on Sami’s building.
Overview
Students read a short story in which an unsigned notice says a building’s rear door will be locked at 8 p.m. That step-free door is the only one Sami can use. Students compare the notice with last year’s house rules and the entrance plan, and they map how the rule affects different residents. They read HUD’s Fair Housing Act overview as a source of questions, then rewrite the notice or write Sami’s question to the building manager.
Key terms
- Authority
Authority is the power a person or group has to make or change a particular rule or decision. En español: autoridad
In this case: The notice uses bold type and capital letters but names no issuer. Sami has to find out who has the power to make this rule.
- Reasonable accommodation
A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place. En español: acomodo razonable
In this case: Sami could ask the building for a key fob for the rear door, so she can get in after 8 p.m.
- Documentation
Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when. En español: documentación
In this case: Sami photographs the notice and writes down when and where she found it, before anyone argues about what it said.
Where this example applies
General Fair Housing Act literacy, not state-specific lease advice. The Atlantic Plaza Towers example turned on New York’s rent-stabilization rules, which may not apply to Sami’s building.
Grade levels, subjects and time
- Grade levels
- 6–12, plus college and community groups.
- Subjects
- English language arts; also public policy and law.
- 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:
- identify what a notice leaves out, including who issued it and when;
- separate a notice, a lease document and the law when judging a building rule;
- write a request or a rewritten notice that states facts and asks questions 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; compare two short texts; write clear sentences for a reader.
- Grades 9–10
- summarize a short source accurately; write a polite request to a named reader; tell a question from a conclusion.
- Grades 11–12
- summarize several documents for a group; tell a building policy from a law; recommend an action and name what it costs.
- College and community
- identify the parts of a clear public notice; write for an office that will act on the writing; state a legal point as a question.
Skills, terms and roles
New skill
Find who has the authority to make a rule
Ask who wrote a rule, what gives them the power to make it and what earlier rule it replaces, and keep a record.
Skills students use again
- Find the original source (Lesson 1). Caio compares the notice with last year’s house rules.
- Report a problem to the office responsible (Lesson 10). Sami writes to the building manager, who can answer for the rule.
- Find what stage a process has reached (Lesson 7). You ask whether the notice is final or a draft.
Key terms
- New in this case
- Authority, Reasonable accommodation, Documentation
Character spotlight
Sami leads. Sami lives in 3B, uses a manual wheelchair and runs a workshop that goes past 8 p.m. She keeps two questions apart: who has authority and how she gets in.
- Caio: He rents a room on the block and reads last year’s rules beside the notice to find what it leaves undefined.
The student’s role
You’re the one who photographs the notice and writes down when and where it was found.
Materials
- The student page for Lesson 16: Who wrote the new building rule?. 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 Posted notice
Unsigned notice by the common-room door, found Monday morning
“NOTICE TO ALL RESIDENTS. Effective immediately, the rear door will be locked at 8:00 p.m. nightly. The common room is for resident social use only. NO BUSINESS USE.”
What it shows: The notice says the rear door locks at 8:00 p.m. and bans business use of the common room.
What it leaves out: Who issued it, the date, a contact and what “business use” means.
Ask: Which features give the notice an official look? What is missing?
Evidence B House rules (excerpt)
Last year’s house rules, given out at lease signing
“Residents may reserve the common room for gatherings, classes and resident-run workshops. Reservations are made through the building office.”
What it shows: Last year, residents could reserve the common room for resident-run workshops through the building office.
What it leaves out: Whether these rules are still in effect and whether the new notice replaces them.
Ask: What did last year’s rules allow in the common room?
Evidence C Entrance plan
Building entrance plan from the lobby directory
Front entrance: four steps, no ramp. Rear door: step-free, opens to the elevator hallway. Side door: service use only.
What it shows: The rear door is the building’s only step-free entrance.
What it leaves out: Any other way in after 8 p.m., and how the building handles access requests.
Ask: Which entrance is step-free? What happens to it after 8 p.m.?
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, 449 KB | Open on screen Print this case Download fillable PDF, 442 KB |
| Grades 9–10 | Open on screen Print this case Download PDF, 470 KB | Open on screen Print this case Download fillable PDF, 346 KB |
| Grades 11–12 | Open on screen Print this case Download PDF, 449 KB | Open on screen Print this case Download fillable PDF, 469 KB |
| College and community | Open on screen Print this case Download PDF, 610 KB | Open on screen Print this case Download fillable PDF, 470 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 Video HUD (YouTube) January 31, 2014
The Federal Fair Housing Act and Reasonable Accommodations
HUD explains how a person with a disability can ask for an exception to a building rule.
Watch on YouTube (opens in a new tab)Real source News Shelterforce June 10, 2019
When a Renter with Disabilities Is Denied Housing
Real examples of how rental policies can shut out disabled renters, and what the Fair Housing Act requires.
Read on shelterforce.org (opens in a new tab)More news and research (3)
Real source News National Association of Realtors (Washington Report) October 7, 2025
HUD Withdraws Fair Housing Guidance Documents
Guidance changed in 2025 but the Fair Housing Act did not, a good lesson in checking which rule has authority.
Read on nar.realtor (opens in a new tab)Real source Government source U.S. Department of Justice April 30, 2026
Justice Department Settles Disability Discrimination Case Against Property Management Company for $750,000
A real case where refusing a reasonable accommodation request led to a major federal settlement.
Read on justice.gov (opens in a new tab)Real source Research Urban Institute July 2, 2015
Restricted Options: evidence on housing discrimination against people with disabilities
National paired testing found renters with disabilities were told about fewer options, evidence that neutral-seeming practices land unequally.
Read on urban.org (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.
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: Before claiming a Fair Housing Act violation, what should Sami learn about the notice’s author and the building’s access process?
Sample answers
- Grades 6–8
- Before Sami says the notice breaks the law, she needs to know who wrote it and if the building will let her in.
- Grades 9–10
- Sami first needs these facts: who issued the notice, whether it replaces the house rules and how the building answers access requests.
- Grades 11–12
- Sami first needs the issuer, the rule it changes and the building’s answer to an accommodation request, because a claim needs a basis in fact.
Real source National Communication Association (NCA) 2024
Credo for Ethical Communication: “We strive to understand and respect other communicators' intent…” (one of nine unnumbered principles)
We strive to understand and respect other communicators' intent before evaluating and responding to their messages.
In plain words: NCA members try to learn what a speaker meant before they judge or answer the message.
Ask: The notice has no name, date or contact. How could Sami ask the building office who wrote it and why?
Read the full code on the NCA website (opens in a new tab)Share, schedule or open in your apps
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: The notice with no name
454 words
The notice with no name
The story: A new sign by the door
On Monday morning, a new notice appears beside the common-room door in Sami’s apartment building. In bold capital letters, it says the rear door will be locked at 8:00 p.m. every night. It also says the common room is “for resident social use only.” At the bottom: “NO BUSINESS USE.”
The notice has no name, no date and no contact. That matters to Sami. She lives in apartment 3B and uses a manual wheelchair. The rear door is the building’s only step-free entrance. The front entrance has four steps and no ramp. Sami also runs a workshop in the common room, and it goes past 8 p.m.
Before anyone starts arguing, Sami takes a photo of the notice. She writes down when and where she found it. Caio brings last year’s house rules to compare.
Your role is to help Sami keep a clear record of what the notice says and when it appeared.
Who made this rule?
Authority is the power a person or group has to make or change a particular rule or decision. Bold type and capital letters do not show who has that power. As Caio says, somebody made it look official. He still does not know who.
In Lesson 4, you learned that a decision-maker is the person or group with the power to make a particular choice. Sami needs to find out who the decision-maker is here. In Lesson 1, you learned to find the original source. Last year’s house rules say residents may reserve the common room for “gatherings, classes and resident-run workshops.” The new notice does not say whether it replaces those rules. It also never says what “business use” means.
In Lesson 10, you learned that a barrier is something that blocks or limits a person from taking part. A locked rear door would be a barrier for Sami after 8 p.m. Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when. Sami’s photo and note are documentation.
Sami keeps two questions apart. Who has the authority behind this notice? And how does she get in after 8? A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place. For Sami, a key fob for the rear door could work. Neither Sami nor Caio calls the notice illegal. They do not know enough yet.
Real tenants, real doors
In 2018 and 2019, tenants in a Brooklyn apartment complex learned their landlord wanted to install a face-scanning entry system. Because the change needed a state agency’s permission, the tenants had a place to object. In November 2019, the landlord dropped the plan (Gothamist, November 21, 2019).
Key terms in this passage
- Authority
- Authority is the power a person or group has to make or change a particular rule or decision.
- Reasonable accommodation
- A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place.
- Documentation
- Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
Real sources cited
- Gothamist, “Brooklyn Landlord Does An About Face On Facial Recognition Plan,” November 21, 2019. Open the source (opens in a new tab)
Grades 9–10: Bold type is not authority
610 words
Bold type is not authority
The story: Monday morning, 3B
On Monday morning, a new notice is posted beside the common-room door in Sami’s apartment building. “NOTICE TO ALL RESIDENTS. Effective immediately, the rear door will be locked at 8:00 p.m. nightly. The common room is for resident social use only. NO BUSINESS USE.” There is no name at the bottom, no date and no phone number or email.
Sami reads it twice. She lives in apartment 3B and uses a manual wheelchair. The entrance plan in the lobby directory tells the rest. The front entrance has four steps and no ramp, and the side door is for service use only. The rear door is the only step-free way in. She also runs a workshop in the common room that goes past 8 p.m. “So, questions,” she tells Caio. “Plural.”
Her first move is not an argument. She takes a photo of the notice and writes down when and where she found it. Caio, who rents a room on the block, brings last year’s house rules, the ones residents got at lease signing, so they can read the two side by side.
Your role is to help Sami keep a clean record of the notice before anyone starts arguing about what it said.
Finding the source of a rule
Authority is the power a person or group has to make or change a particular rule or decision. The notice uses every visual sign of authority, including capital letters, bold type and “effective immediately.” It gives no evidence of who holds that authority. An unsigned notice is not automatically invalid, either. Sami has to find out who issued it and which document it claims to change.
Earlier cases prepared this skill. Lesson 1 sent you to the original source, and last year’s house rules are one. They say residents may reserve the common room for “gatherings, classes and resident-run workshops” through the building office. Lesson 4 gave you the decision-maker, the person or group with the power to make a particular choice. Lesson 7 taught you to ask what stage a process has reached. Is this notice final, a draft or a mistake? Nobody knows.
Caio spots the gap in the wording. Last year’s rules allow resident-run workshops. The notice bans “business use” without defining it. Is Sami’s workshop business? The notice never says.
Lesson 10’s term barrier, something that blocks or limits a person from taking part, describes what a locked rear door would mean for Sami after 8. A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place. For Sami, a key fob for the rear door would work. Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when. Her photo and note are documentation.
Her message to the building manager will ask three things: who issued the notice, whether it replaces last year’s rules and how she gets in after 8. Neither she nor Caio calls it illegal yet.
What the law says and what tenants have done
The Fair Housing Act is a federal law. HUD, the federal housing department, says it bars housing discrimination based on race, color, religion, sex, national origin, familial status or disability, and it covers most housing, with some exceptions (HUD, no date listed). HUD has also explained how a person with a disability can ask for an exception to a building rule (HUD, January 31, 2014).
Tenants have used process before. At a Brooklyn complex, a landlord applied to install a facial-recognition entry system. Because the change needed a state agency’s permission, tenants could object, and in November 2019 the landlord withdrew the plan (Gothamist, November 21, 2019).
Key terms in this passage
- Authority
- Authority is the power a person or group has to make or change a particular rule or decision.
- Reasonable accommodation
- A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place.
- Documentation
- Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
Real sources cited
- U.S. Department of Housing and Urban Development (HUD), “Fair Housing Act overview,” No date listed. Open the source (opens in a new tab)
- HUD (YouTube), “The Federal Fair Housing Act and Reasonable Accommodations,” January 31, 2014. Open the source (opens in a new tab)
- Gothamist, “Brooklyn Landlord Does An About Face On Facial Recognition Plan,” November 21, 2019. Open the source (opens in a new tab)
Grades 11–12: Who wrote the rule?
773 words
Who wrote the rule?
The story: An anonymous notice
Sami, 23, lives in apartment 3B, studies design and uses a manual wheelchair. On Monday morning, she finds a new notice beside her building’s common-room door. It announces two changes “effective immediately.” The rear door will be locked at 8:00 p.m. nightly, and the common room is for resident social use only, with “NO BUSINESS USE” in capitals. The notice carries no name, no date and no contact.
Each change touches her directly. The building’s entrance plan lists a front entrance with four steps and no ramp, a side door for service use only and a rear door that is step-free and opens to the elevator hallway. After 8 p.m., the notice would lock the only door she can use. It would also cloud the future of the workshop she runs in the common room, which goes past 8.
Sami does not start with outrage. She photographs the notice and writes down when and where she found it, before anybody starts arguing about what it said. Caio, the oldest in the crew, brings last year’s house rules, handed out at lease signing. He reads the notice the way an editor reads copy. All caps, bold, no name, no date. Somebody made it look official, and he still does not know who.
Your role is to help Sami keep a clean record of the notice before anyone starts arguing.
Authority, sources and missing definitions
Authority is the power a person or group has to make or change a particular rule or decision. The case separates the look of authority from its substance. Formatting signals power but does not prove it. An unsigned notice is not automatically invalid, but its force depends on who issued it and what it claims to change.
The new skill is finding who has the authority to make a rule. It draws on three earlier skills. From Lesson 1, you compare the notice with an original document, last year’s house rules, which let residents reserve the room for “gatherings, classes and resident-run workshops” through the building office. From Lesson 7, you ask what stage the rule is at. From Lesson 10, you take the question to the office that can answer it, here the building manager. Lesson 4’s decision-maker, the person or group with the power to make a particular choice, names what Sami is looking for.
Caio’s comparison finds a definitional gap. The old rules explicitly allow resident-run workshops. The new notice bans “business use” without defining it, so nobody can yet say whether Sami’s workshop is affected. The notice also does not say whether it replaces the old rules or adds to them.
Lesson 10’s barrier, something that blocks or limits a person from taking part, describes the locked rear door. A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place, such as a key fob for the rear door. Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when. Sami’s photo and note will matter if the facts are disputed later. She keeps her two questions apart: who has the authority, and how she gets in after 8. Neither friend calls the notice illegal, because they do not yet know who wrote it or how the building handles access requests.
The law, the process and a Brooklyn example
A landlord’s policy and the law are different sources of rules. HUD says the Fair Housing Act bars housing discrimination based on race, color, religion, sex, national origin, familial status or disability, and covers most housing with some exceptions (HUD, no date listed). Guidance can change even when the law does not. In 2025, HUD withdrew several fair housing guidance documents, but the Act itself stayed the same (National Association of Realtors, October 7, 2025). Enforcement continues. In 2026, the Justice Department announced a $750,000 settlement with a property management company in a disability discrimination case (U.S. Department of Justice, April 30, 2026).
Process can give tenants leverage. At Atlantic Plaza Towers in Brownsville, Brooklyn, the landlord applied to install a facial-recognition entry system. Tenants say they learned about it from the state housing agency, not the landlord. Because the change needed that agency’s permission, they filed opposition (Legal Services NYC, May 1, 2019), and in November 2019 the landlord withdrew the application (Gothamist, November 21, 2019). That case turned on New York’s rent-stabilization rules, which may not apply to Sami’s building.
The NCA credo describes the posture Sami takes: “We strive to understand and respect other communicators’ intent before evaluating and responding to their messages” (NCA Credo for Ethical Communication, 2024).
Key terms in this passage
- Authority
- Authority is the power a person or group has to make or change a particular rule or decision.
- Reasonable accommodation
- A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place.
- Documentation
- Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
Real sources cited
- U.S. Department of Housing and Urban Development (HUD), “Fair Housing Act overview,” No date listed. Open the source (opens in a new tab)
- National Association of Realtors (Washington Report), “HUD Withdraws Fair Housing Guidance Documents,” October 7, 2025. Open the source (opens in a new tab)
- U.S. Department of Justice, “Justice Department Settles Disability Discrimination Case Against Property Management Company for $750,000,” April 30, 2026. Open the source (opens in a new tab)
- Legal Services NYC, “Brooklyn tenants file legal opposition to landlord’s application to install facial recognition entry system in building,” May 1, 2019. Open the source (opens in a new tab)
- Gothamist, “Brooklyn Landlord Does An About Face On Facial Recognition Plan,” November 21, 2019. Open the source (opens in a new tab)
- National Communication Association (NCA), “Credo for Ethical Communication,” 2024. Open the source (opens in a new tab)
College and community: Authority, accommodation and the paper trail
779 words
Authority, accommodation and the paper trail
The story: A rule without an author
An unsigned notice appears beside the common-room door of Sami’s apartment building. It declares that, effective immediately, the rear door will be locked at 8:00 p.m. nightly and the common room is for resident social use only, with “NO BUSINESS USE.” It has no author, date or contact.
For Sami, 23, a design student who uses a manual wheelchair and lives in 3B, the stakes are concrete. The building’s entrance plan shows four steps and no ramp at the front, a service-only side door and a step-free rear door to the elevator hallway. The notice would close her only accessible entrance each evening. It would also cast doubt on the workshop she runs in the common room, which runs past 8.
Her first action is documentary rather than rhetorical. She photographs the notice and records when and where she found it. Caio, 24, reads last year’s house rules, distributed at lease signing, beside the new text. He resists both easy responses. The notice should not be ignored, because if it is real the door is locked tonight. It should not be broadcast to the building either, until they know who wrote it.
Your role is to help Sami keep a clean record of the notice before anyone starts arguing.
Separating authority from access
Authority is the power a person or group has to make or change a particular rule or decision. The notice performs authority through typography and the phrase “effective immediately.” It does not establish it. The analytical task, and the new skill in this case, is locating the source of a rule: who issued it, under what power and in relation to which prior rule.
The skill draws on the ladder of earlier cases. From Lesson 1, the prior house rules serve as the original document. They permit reserving the room for “gatherings, classes and resident-run workshops” through the building office. From Lesson 4, the decision-maker, the person or group with the power to make a particular choice, is the unknown to be identified. From Lesson 7, the question of stage applies. The notice may be final, provisional or unauthorized. From Lesson 10, the question goes to the office positioned to answer it, the building manager.
Caio’s textual comparison surfaces the ambiguity that matters most. The old rules protect resident-run workshops. The new text bans undefined “business use” and does not say whether it supersedes the old rules. Until those gaps close, no one can say whether Sami’s workshop is affected.
Sami deliberately separates two questions that a less careful response would merge. The authority question asks who made the rule. The access question asks how she enters after 8. A barrier, the Lesson 10 term for something that blocks or limits a person from taking part, describes the locked door whatever its author’s intent. A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place. A fob for the rear door is a concrete request that could preserve security and access together. Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when. It preserves Sami’s ability to rely on the facts later.
Law, guidance and tenant process
HUD explains that the Fair Housing Act bars housing discrimination based on race, color, religion, sex, national origin, familial status or disability, with coverage of most housing and some exceptions (HUD, no date listed). HUD has also explained how people with disabilities can request exceptions to rules (HUD, January 31, 2014). Enforcement is real. The Justice Department announced a $750,000 settlement with a property management company in a disability discrimination case in 2026 (U.S. Department of Justice, April 30, 2026). Paired-testing research found that renters with disabilities were told about fewer options (Urban Institute, July 2, 2015). The source of a rule matters in law too. In 2025, HUD withdrew fair housing guidance documents without any change to the Act (National Association of Realtors, October 7, 2025).
Procedural leverage can be decisive. At Atlantic Plaza Towers in Brownsville, Brooklyn, tenants opposed a landlord’s application to install facial-recognition entry, which required state agency approval (Legal Services NYC, May 1, 2019). The landlord withdrew the plan in November 2019 (Gothamist, November 21, 2019). That outcome depended on New York’s rent-stabilization rules and may not transfer to Sami’s building.
The ABA’s model rules require a basis in law and fact before a lawyer brings a claim, and they call for learning the facts and the applicable law first (ABA Model Rules of Professional Conduct, 1983, as amended). Sami and Caio follow the same order, and they hold their conclusions until the facts arrive.
Key terms in this passage
- Authority
- Authority is the power a person or group has to make or change a particular rule or decision.
- Reasonable accommodation
- A reasonable accommodation is a change to a rule or practice that gives a person with a disability equal use of a place.
- Documentation
- Documentation is a record, such as a photo, a note or an email, that shows what was said or done and when.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
- Barrier
- A barrier is something that blocks or limits a person from taking part.
Real sources cited
- U.S. Department of Housing and Urban Development (HUD), “Fair Housing Act overview,” No date listed. Open the source (opens in a new tab)
- HUD (YouTube), “The Federal Fair Housing Act and Reasonable Accommodations,” January 31, 2014. Open the source (opens in a new tab)
- U.S. Department of Justice, “Justice Department Settles Disability Discrimination Case Against Property Management Company for $750,000,” April 30, 2026. Open the source (opens in a new tab)
- Urban Institute, “Restricted Options: evidence on housing discrimination against people with disabilities,” July 2, 2015. Open the source (opens in a new tab)
- National Association of Realtors (Washington Report), “HUD Withdraws Fair Housing Guidance Documents,” October 7, 2025. Open the source (opens in a new tab)
- Legal Services NYC, “Brooklyn tenants file legal opposition to landlord’s application to install facial recognition entry system in building,” May 1, 2019. Open the source (opens in a new tab)
- Gothamist, “Brooklyn Landlord Does An About Face On Facial Recognition Plan,” November 21, 2019. 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
87 to 110 minutes
Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.
- Grades 6–8: 87 minutes
- Grades 9–10: 98 minutes
- Grades 11–12: 102 minutes
- College and community: 110 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 87 minutes, one period 45 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 5 min | |
| Key terms | 7 min | 3 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 10 min | 9 min | Read Evidence B aloud; students fill in the boxes for Evidence A. |
| Look at the evidence, continued | 5 min | 4 min | Students fill in only the “What it shows” box. |
| Key idea | 8 min | Skip | Read the first paragraph of the key idea aloud. Skip the code of ethics. |
| Sort the evidence | 8 min | 3 min | Do the first row together and stop. |
| Practice | 8 min | Skip | Skip this page. |
| Your task | 20 min | 18 min | Fill in the planner together on the board. |
| Check your work | 6 min | Skip | Skip this page. Score the notices yourself with the rubric. |
| Questions to discuss | 10 min | 3 min | Use question 1 as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 9–10: full chapter 98 minutes, one period 50 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud and go straight to the evidence. |
| Key terms | 6 min | Skip | Skip this page. Define authority and reasonable accommodation aloud in one minute. |
| Look at the evidence | 10 min | 8 min | Students fill in the boxes for Evidence A only. |
| Look at the evidence, continued | 5 min | 3 min | Read the entrance plan aloud; students fill in only its “What it shows” box. |
| Key idea | 10 min | 5 min | Read the first two paragraphs aloud. Skip the code of ethics. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | 6 min | |
| Your task | 10 min | 6 min | Read the steps aloud. Students fill in only the What I saw box. |
| Your draft | 18 min | 14 min | Students write the message in class and revise it at home. |
| Check your work | 8 min | Skip | Collect messages and score them with the rubric yourself. |
| Questions to discuss | 12 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 102 minutes, one period 60 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud and go straight to the evidence. |
| Key terms | 5 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 8 min | |
| Look at the evidence, continued | 4 min | 3 min | Students fill in only the “What it shows” box. |
| Key idea | 10 min | 8 min | Skip the In the news section. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 12 min | Build the notice, house rules and law chart together on the board. |
| Your draft | 25 min | 20 min | Students draft the first two sections in class and finish at home. |
| Check your work | 6 min | Skip | Collect briefings and score them with the rubric yourself. |
| Questions to discuss | 10 min | 5 min | Use question 1 as an exit ticket. |
| Talk about this case at home | At home | At home |
College and community: full chapter 110 minutes, one period 75 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud. |
| Key terms | 5 min | 3 min | Read the key terms aloud; skip the first-guess box. |
| Look at the evidence | 8 min | 8 min | |
| Look at the evidence, continued | 5 min | 4 min | Students fill in only the “What it shows” box. |
| Key idea | 10 min | 8 min | Skip the In the news section. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 15 min | |
| Your draft | 30 min | 25 min | Students draft the notice in class and finish the memo at home. |
| Check your work | 8 min | 5 min | Students answer the check questions and skip the rubric. |
| Questions to discuss | 10 min | 3 min | Use question 2 as an exit ticket. |
| 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 Posted notice
Unsigned notice by the common-room door, found Monday morning
“NOTICE TO ALL RESIDENTS. Effective immediately, the rear door will be locked at 8:00 p.m. nightly. The common room is for resident social use only. NO BUSINESS USE.”
Question What two rules does this notice announce?
Follow-up questions
- Who wrote the notice, and how could you find out?
- Which features make it sound official?
Listen for: Students name both rules and point out that the notice has no issuer, date or contact.
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 Read the notice 5 min
- You
- Project the notice. Ask: who wrote this?
- Students
- List what the notice tells you and what it doesn’t.
- Check
- Lists include missing issuer, date and contact.
Read and discuss 30 minutes
2 Compare the documents 10 min
- You
- Hand out the older house rules excerpt.
- Students
- Mark what changed and whether the notice claims to replace the older rule.
- Check
- Students identify the new 8 p.m. rear-door lock and business-use ban.
3 Map the effects 10 min
- You
- Draw a people map: Sami, other residents, guests, the manager.
- Students
- Add how each person is affected and what each needs.
- Check
- Map includes step-free access and workshop use.
4 The legal layer 10 min
- You
- Introduce the Fair Housing Act and reasonable accommodation as questions, not conclusions.
- Students
- Write one question about access and one about authority.
- Check
- Questions don’t declare a violation.
Questions for the people in the case
- Sami: What did you do first? Check next: Photograph the notice and note the date and place you found it.
- Sami: What are you asking the manager? Check next: Put the authority question and the access request in writing. Whether an accommodation is granted depends on the facts.
- Caio: Does it replace the old rules? Check next: Mark what changed between the two documents and what the notice leaves undefined.
- Caio: Should everyone just ignore it? Check next: Don’t call the rule fake or illegal until you know who issued it and what applies.
Task 7 minutes
5 Rewrite or respond 7 min
- You
- Offer two options: rewrite the notice fairly, or write Sami’s question to the manager.
- Students
- Draft 60–100 words.
- Check
- Draft includes issuer, scope and contact, or a precise question.
Wrap-up 3 minutes
6 Exit 3 min
- You
- Frame: “One fact that would change my view is __.”
- Students
- Complete the frame.
- Check
- Answer names a missing document or fact.
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 disability or housing situation. Cool-down: Say: “Nobody needs to share their own health or home. We’re talking about Sami’s fictional building.”
Say this
- “Suppose this notice appeared by your door tomorrow. What is your first question?” Write questions on the board. Circle any that ask who wrote it.
Watch for
- Misconception:
- Students assume bold type means the rule is official.
- Listen for:
- “It’s in capital letters, so it’s real.”
- Then:
- Ask what would prove who wrote it. Write “issuer, date, contact” on the board.
Support
- Read What happened aloud while students follow along.
Key terms
Heat check: Low
Say this
- “Write your first guess now. You will test it against three documents.” First guesses stay private unless a student wants to share.
Watch for
- Misconception:
- Students think a building must grant every accommodation request.
- Listen for:
- “She asks, so they have to say yes.”
- Then:
- Point to the key idea: whether a building grants an accommodation depends on the facts.
Support
- Pair students who share a language to explain each term in their own words.
Look at the evidence
Heat check: Low
Say this
- “Lay the notice beside last year’s rules. What changed, and what does the notice leave out?” Wait for the missing issuer, date and contact.
Watch for
- Misconception:
- Students decide the notice is fake because it is unsigned.
- Listen for:
- “No name means it doesn’t count.”
- Then:
- Ask what happens at 8:15 if the door is locked anyway. Unsigned does not mean invalid.
Support
- Give the notice and last year’s rules side by side with the changes highlighted.
- Read the entrance plan aloud and sketch it on the board.
Stretch
Ask which document would settle the business-use question, and who holds it.
Key idea
Heat check: Low
Say this
- “Bold type and capital letters: do they tell you who has authority?” Accept “no,” then ask what would.
- “The ABA rule asks lawyers for facts before a claim. What facts does Sami need first?” List them on the board.
Watch for
- Misconception:
- Students think ABA Rule 3.1 binds Sami.
- Listen for:
- “Sami breaks the rule if she complains.”
- Then:
- Say: “Rules like this bind lawyers. Each state adopts its own version, and lawyers can be disciplined. It shows how professionals check facts first.”
Support
- Read the summary aloud. Point out the label: it is adapted from a real source, not a quotation.
Stretch
Try the NCA credo’s question: what could Sami ask the building office to learn who wrote the notice and why?
Sort the evidence
Heat check: Medium
Why: The affected-people box can turn to classmates’ own access needs. Cool-down: Keep answers about Sami and residents in the story. No student speaks for a group.
Say this
- “Fill in who decides, which rules apply, who is affected and where residents can ask. Which box stays empty?” Wait for the issuer box.
Watch for
- Misconception:
- Students write “the landlord” in the decider box.
- Listen for:
- “The landlord made it.”
- Then:
- Ask which document says so. None does. Write “unknown” and how Sami could find out.
Support
- Let students write short labels in each box before they write sentences.
Practice
Heat check: Low
Say this
- “It is Monday morning, and the door locks at 8 tonight. What should Sami do first?” Hold a vote before any discussion.
Watch for
- Misconception:
- Students choose to post that the building breaks the law.
- Listen for:
- “Post it everywhere so they get in trouble.”
- Then:
- Ask what Sami knows for sure. Point to the missing issuer and the request she has not made yet.
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
- “We don’t know who wrote the notice. What should your version do about that?” Accept “leave a blank.” A real notice would fill it in.
Watch for
- Misconception:
- Students write the landlord’s name as the issuer.
- Listen for:
- “From: the landlord.”
- Then:
- Ask which document says who wrote it. None does, so leave the blank.
Support
- Checklist on the board: who, what, when, who it affects, whom to ask.
Grades 9–10
Your task
Say this
- “Sami needs two answers: who made this rule, and how she gets in tonight. Which comes first in your message?” Either order works if both questions are there.
Watch for
- Misconception:
- Messages declare a Fair Housing Act violation.
- Listen for:
- “This is illegal under the Fair Housing Act.”
- Then:
- Ask what facts Sami has. Turn the claim into a question and a request.
Support
- Message frame: “I saw ___. I need ___. Could you ___?”
Your draft
Say this
- “Read your message as the building manager. What can you say yes to?” Partners read each other’s message aloud.
Watch for
- Misconception:
- Requests stay vague.
- Listen for:
- “Please fix the door situation.”
- Then:
- Ask for one concrete request, such as a key fob, that the manager could grant.
Grades 11–12
Your task
Say this
- “Three documents, three kinds of rule. Which one tells you who has authority?” Build the chart on the board: notice, house rules, law.
Watch for
- Misconception:
- Briefings speak only for Sami.
- Listen for:
- “The association should fight for Sami.”
- Then:
- Ask who else the lock affects. A briefing represents several residents.
Your draft
Say this
- “Your reader is a neighbor at the association meeting. What should they do after reading?” Ask for one next step a group can do together.
Watch for
- Misconception:
- Recommendations are not feasible.
- Listen for:
- “Sue the building.”
- Then:
- Ask what the first step is and who would do it this week.
College and community
Your task
Say this
- “A template has to work for any rule change. What does every notice need, whatever the rule?” Build the checklist on the board before students design.
Watch for
- Misconception:
- Templates copy the original’s style.
- Listen for:
- “Put the important part in all caps.”
- Then:
- Ask whether the capitals showed who issued the notice. They did not, so add an issuer line.
Support
- Before-and-after frame: “The old notice said ___. The new notice says ___.”
Your draft
Say this
- “Your memo explains each element to the office that posts notices. Why would they want each line?” Ask for one reason per element.
Watch for
- Misconception:
- Memos declare the original notice illegal.
- Listen for:
- “Tell them the old notice broke the law.”
- Then:
- Point to the success list. Keep the legal point as a question.
Check your work
Heat check: Low
Say this
- “Mark your level in each row. Then change one sentence so the manager can say yes to it.” Circulate and ask for one request made more specific.
Watch for
- Misconception:
- Students soften the tone and keep the legal conclusion.
- Listen for:
- “I said it nicely.”
- Then:
- Point to the Revision row. Replace the conclusion with a question and a request.
Questions to discuss
Say this
- “Answer with a detail from the evidence. You do not need to share details about your own home.” Post the question numbers and collect one answer per question.
Stretch
List every kind of resident the 8 p.m. lock could affect, without names or unit numbers, and one question each would ask.
Talk about this case at home
Say this
- “Share this page at home, or read it with an adult you trust.” Nobody needs to share a personal story to complete it.
Sample response
Worked example, grades 9–10
Prompt: Write Sami’s message to the building manager asking about the rule and requesting access after 8 p.m.
Student response
Hi, I’m Sami in 3B. On Monday I saw a new notice by the common-room door. 1 It says the rear door will be locked after 8 p.m. and that business use of the room is banned. I use a wheelchair, and 2 the rear door is the building’s only step-free entrance. If it’s locked, I can’t get into my own building at night. 3 This notice is illegal under the Fair Housing Act, so please take it down. Also, who issued the notice, and 4 does it replace last year’s house rules, which allowed resident workshops? Thank you, Sami
- Evidence. Accurate summary of the notice, so the manager can see exactly which parts Sami means.
- Evidence. Strong: a concrete, checkable fact about access, taken from the entrance plan.
- Revise. The facts don’t establish a violation yet, and removing the notice wouldn’t guarantee Sami’s access. Ask for an accommodation instead.
- Audience. Good question about authority: it points to a specific document the manager can check.
Before: This notice is illegal under the Fair Housing Act, so please take it down.
After: I’d like to request an accommodation so I can get in after 8, such as a key fob for the rear door.
Why: A specific accommodation request is something the manager can say yes to, and it keeps the legal question open instead of declaring an answer.
Educator commentary: The message quotes the notice accurately, states a concrete access need and asks the right question about authority. The one legal conclusion undercuts it: it accuses before asking and requests something that would not guarantee access. Swapping it for a specific accommodation request moves the message to Proficient on Reasoning and Audience.
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
Rewrite the building notice so every resident knows who wrote it, what changed, when and who to ask.
Students make: Rewritten notice, 60–90 words.
Steps students follow
- List what the notice in Evidence A leaves out.
- Compare it with last year’s rules in Evidence B and write what changed.
- Find the step-free door on the entrance plan in Evidence C.
- Rewrite the notice in 60 to 90 words in the Your draft box.
- Add one line that tells residents who need the step-free door how to get in after 8 p.m.
- Leave a blank for the name of whoever issued the notice.
Sample answers for the task boxes
- What the notice leaves out
- Who wrote it, the date, a contact and what “business use” means.
- What changed from last year
- Workshops were allowed. Now the room is for social use only.
- The step-free door
- The rear door. It will be locked at 8:00 p.m.
Sample draft: Your draft
Sample answer Grades 6–8
1 Notice from ___ (name and title), dated ___. Starting ___, the rear door will be locked at 8:00 p.m. The common room will be for social use only. “Business use” means ___. 2 Residents who need the step-free rear door after 8 p.m. can ask the building office for a way in. Questions? Contact the building office.
- Leaves a blank for the issuer instead of guessing who wrote it.
- Includes residents who need step-free access, as the challenge asks.
Check your work questions
- Does your notice have a space for who issued it and the date?
- Does it say what changed and when?
- Does it give a contact?
- Does it tell residents who need the step-free door how to get in after 8 p.m.?
- One change I made
- I changed “Contact: the landlord” to “the building office,” because that is where reservations go.
My take: sample answers
- I think Sami should ___ because ___.
- I think Sami should ask the manager who wrote the notice because it has no name on it.
- The evidence that changed my first guess is ___.
- The entrance plan changed my first guess. The rear door is the only entrance without steps.
- One question I still have is ___.
- One question I still have is whether last year’s rules still count.
Grades 9–10
Write Sami’s message to the building manager asking about the rule and requesting access after 8 p.m.
Students make: Message, 90–130 words.
Steps students follow
- Reread Evidence A and B. Underline the two changes the notice announces.
- Fill in the planner: what Sami saw, what she needs and what she is asking.
- Open the message by naming the notice and where it was posted.
- Ask who issued the notice and whether it replaces last year’s house rules.
- Request one specific way in after 8 p.m., such as a key fob.
- Write the message in 90 to 130 words on the Your draft page.
Sample answers for the task boxes
- What I saw
- On Monday, I saw an unsigned notice by the common-room door about the rear door and business use.
- What I need
- A way in after 8 p.m. through the step-free rear door.
- What I’m asking
- Who issued it? Does it replace last year’s rules?
Sample draft: Sami’s message, 90 to 130 words
Sample answer Grades 9–10
Hi, I’m Sami in 3B. On Monday I saw a new notice by the common-room door. It says the rear door will be locked at 8:00 p.m. and that the common room is 1 “for resident social use only.” I use a wheelchair, and 2 the rear door is the building’s only step-free entrance. I’d like to request an accommodation so I can get in after 8, 3 such as a key fob for the rear door. 4 Could you also tell me who issued the notice? Does it replace last year’s house rules, which allowed resident-run workshops? Thank you, Sami
- Quotes the notice exactly, so the manager can see which part Sami means.
- A concrete, checkable fact from the entrance plan.
- A specific request the manager can say yes to.
- Asks about authority without accusing anyone.
Check your work questions
- Does your message quote the notice accurately?
- Does it ask who issued the notice and what document it changes?
- Does it make one specific access request?
- Does it stay factual and respectful, with no legal conclusion?
- One change I made after feedback
- I changed “this notice is illegal” to a request for a key fob, because a specific request is easier to grant.
My take: sample answers
- My claim: ___.
- Sami should document the notice and ask the manager who issued it, with a request for a key fob.
- The best evidence is ___, because ___.
- The entrance plan, because it shows the 8 p.m. lock falls on the only step-free door.
- Someone who disagrees might say ___.
- An unsigned notice isn’t official, so Sami can ignore it.
- I would change my mind if ___.
- The manager said the notice was a mistake and the door stays open.
Grades 11–12
Write a tenant-association briefing on the notice: what it says, whom it affects, which rules may apply and what to ask.
Students make: Briefing, 400–500 words.
Steps students follow
- Reread Evidence A, B and C. Note what each says about the common room and the rear door.
- Fill in the chart: the notice, the house rules and the law.
- Write two legal points as questions in the planner.
- List the kinds of residents the notice affects, without names or unit numbers.
- Draft the key sections of your briefing on the Your draft page.
- Finish a briefing of 400 to 500 words that recommends one collective next step.
Sample answers for the task boxes
- The notice says
- Rear door locked at 8:00 p.m.; the room is for social use only.
- The house rules say
- Residents may reserve the room for resident-run workshops.
- The law covers
- Fair Housing Act: disability is a protected characteristic.
- Legal points, as questions
- Who issued this? How does the building handle accommodation requests?
Sample draft: First draft: what the notice says and whom it affects
Sample answer Grades 11–12
An unsigned notice was found by the common-room door on Monday morning. It says the rear door will be locked at 8:00 p.m. nightly and bans business use of the common room. The rear door is the building’s only step-free entrance. The lock affects residents who need that entrance and anyone who runs a workshop in the room after 8.
Sample draft: First draft: the notice, the house rules and the law
Sample answer Grades 11–12
1 Three layers of rules apply, and each covers a different question. The notice gives no issuer, date or contact. Last year’s house rules, given out at lease signing, allow resident-run workshops. The Fair Housing Act protects residents with disabilities, who can ask for a reasonable accommodation. 2 We do not yet know who issued the notice or whether it replaces the house rules.
- Separates notice, house rules and law.
- States a legal point as an open question.
Sample draft: First draft: our recommended next step
Sample answer Grades 11–12
1 We recommend one letter from the association to the building office. It should ask who issued the notice, whether it replaces the house rules and how residents can get in after 8.
- A feasible collective step.
Check your work questions
- Does your briefing separate the notice, the house rules and the law?
- Does it consider several residents fairly?
- Does it state legal points as questions?
- Does it recommend a feasible collective next step?
- One change I made after feedback
- I changed “the building broke the law” to two questions for the office, because the briefing should not declare a violation.
My take: sample answers
- My claim: ___.
- Sami should request an accommodation and ask about authority without claiming a violation yet.
- The best evidence is ___, because ___.
- The entrance plan, because it shows who bears the cost of the lock.
- Someone who disagrees might say ___.
- Security at night protects every resident, including Sami.
- The limit of the evidence is ___.
- No document shows who issued the notice or why.
- I would change my mind if ___.
- The building showed a signed rule and a working way in for Sami after 8.
College and community
Design a notice template that a building office could use for any rule change. Rewrite the rear-door notice with it, and write a short memo to the building office that explains each element.
Students make: Notice template, a rewritten notice of 60–120 words and a memo of about 150 words.
Steps students follow
- List the elements every building notice should have, using the checklist on the task page.
- Build a template with a line for each element.
- Rewrite the rear-door notice with your template in 60 to 120 words.
- Add a line that tells residents who need the step-free rear door whom to contact.
- Write a memo of about 150 words that explains each element to the building office.
- Check that no real resident’s name, unit or situation appears.
Sample answers for the task boxes
- Template elements
- Issued by, date, effective date, what changed, rule it replaces, contact, how to ask about access.
- What changed from last year’s house rules
- Workshops could be reserved; now the room is for social use only.
- The access line
- Residents who need the step-free rear door after 8 p.m.: contact ___.
Sample draft: Your rewritten notice, 60 to 120 words
Sample answer College and community
Notice to all residents. 1 Issued by: ___ (name and title). Date posted: ___. Effective: ___. What changed: the rear door will be locked at 8:00 p.m. nightly, and the common room will be for resident social use only. This notice replaces, does not replace last year’s house rules on workshops. Residents who need the step-free rear door after 8 p.m. can ask for another way in by contacting ___. Questions: the building office.
- Leaves the issuer blank instead of guessing who wrote the original.
Sample draft: Your memo to the building office, about 150 words
Sample answer College and community
To the building office: this template helps residents trust and follow a rule change. The issuer and date show who has authority and when the rule began. The effective date tells residents when to plan for it. “What changed” and “Rule it replaces” let residents compare the notice with the house rules they received at lease signing. The contact line gives residents a person to ask. The access line tells residents who need the step-free rear door where to send a request for an exception. 1 It does not promise how a request will be decided. 2 Does the building have a process for accommodation requests under the Fair Housing Act? If so, the notice should name it.
- Says where a request goes without promising an outcome, as the challenge asks.
- States the legal point as a question.
Check your work questions
- Does your template require an issuer, a date and a contact?
- Does your rewritten notice say what changed from last year’s house rules?
- Does it tell residents who need the step-free rear door whom to contact?
- Does your memo keep legal points as questions, with no real resident’s details?
- One change I made after feedback
- I removed “the landlord” as the issuer and left a blank, because no document says who wrote the notice.
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 Unsigned notice by the common-room door, found Monday morning
Look closely: Which features give the notice an official look? What is missing?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The rear door locks at 8:00 p.m., and business use of the common room is banned. | One question: Who wrote this notice, and when? |
| Grades 9–10 | The rear door locks at 8:00 p.m. nightly, and the room is for social use only. | Who issued it, the date, a contact and what “business use” means. |
| Grades 11–12 | Two changes stated as commands: a nightly 8:00 p.m. lock and a ban on business use. | An issuer, a date, a contact and any definition of “business use.” |
Evidence B Last year’s house rules, given out at lease signing
Look closely: What did last year’s rules allow in the common room?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Last year, residents could reserve the room for resident-run workshops. | One question: Are last year’s rules still in effect? |
| Grades 9–10 | Residents could reserve the room for classes and resident-run workshops. | Whether these rules are still in effect or the notice replaces them. |
| Grades 11–12 | A written rule, given out at lease signing, that allowed resident-run workshops. | Whether it still governs the room, or whether the notice claims to replace it. |
Evidence C Building entrance plan from the lobby directory
Look closely: Which entrance is step-free? What happens to it after 8 p.m.?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The rear door is the only entrance without steps. | One question: How would Sami get in after 8 p.m.? |
| Grades 9–10 | The rear door is the building’s only step-free entrance. | Any other way in after 8 p.m. and how the building handles access requests. |
| Grades 11–12 | The 8:00 p.m. lock falls on the only step-free entrance; the front has four steps. | How the building handles access requests, and whether another route exists. |
Practice answers
The feedback students see for each choice on the student page.
The notice says the rear door, the building’s only step-free entrance, locks at 8 p.m. It also bans “business use” of the common room. It has no name, no date and no contact. What should Sami do first?
Why the best answer is best, by grade band
- Grades 6–8
- B. Sami keeps a record and asks two questions: who wrote it and how she gets in. A and C decide too fast.
- Grades 9–10
- B. It records the facts and asks about authority and access. A could leave Sami locked out, and C claims a violation she cannot support yet.
- Grades 11–12
- B. A treats a missing signature as proof the rule is fake, and C draws a legal conclusion from partial facts. B documents first and asks the open questions.
Whose perspective is missing?
Prompt: Whose view is missing from these documents? What would you ask them?
- Grades 6–8
- The person who wrote the notice is missing. I would ask why the door is locked at 8.
- Grades 9–10
- The building manager’s view. I would ask whether there has been a security problem at the rear door.
- Grades 11–12
- Other residents who use the common room or the rear door. I would ask how the notice changes their week, without naming anyone.
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 missing fact would most change how you see the notice?
Heat check: Low- Grades 6–8
- Who wrote it. Then Sami would know if it is a real rule and whom to ask for help.
- Grades 9–10
- Whether it replaces last year’s house rules. If it does not, residents may still reserve the room for workshops.
- Grades 11–12
- The issuer. A notice from the owner carries different weight than one from a neighbor, and knowing the issuer tells Sami where to send her questions.
The notice bans “business use” without saying what that means. What would you need to know to decide whether Sami’s workshop counts?
Heat check: Low- Grades 6–8
- What “business” means, and whether Sami charges money for her workshop.
- Grades 9–10
- The building’s definition of business use, whether Sami charges for the workshop and whether resident-run workshops still count under the old rules.
- Grades 11–12
- A written definition from whoever issued the notice, the facts of Sami’s workshop and which document governs: the notice or last year’s house rules.
A building may want a door locked at night. How could it keep that door secure and still let Sami in?
Heat check: MediumWhy: Students may share their own or a family member’s disability, or talk about crime where they live. Cool-down: Keep the talk on Sami’s building. Say: “Nobody needs to share a personal or family situation to answer.”
- Grades 9–10
- Keep the door locked to the public but give residents who need it a key fob, as Sami suggests.
- Grades 11–12
- A fob reader keeps the rear door locked to outsiders and open to residents who need step-free entry. The policy should name whom to contact.
Sample explanation
One way a student could explain the case in plain words:
Who issued this notice, does it replace last year’s house rules, and how do residents who need the rear door get in after 8?
En español: ¿Quién emitió este aviso, reemplaza las reglas del año pasado y cómo entran después de las 8 quienes necesitan la puerta trasera?
Annotated student draft
Prompt: Write Sami’s message to the building manager about the new notice.
First draft
Hi, I saw the notice about the common room and rear door. 1 This is illegal and discriminatory against 2 disabled people like me. You can’t just make rules like this without asking. Nobody signed it and nobody told us it was coming, so I don’t even know if it’s real. I’m going to keep using the room for my workshop 3 because the old rules said I could. A lot of neighbors are upset too. 4 Please take the notice down. Sami, 3B
- Revise. That’s a conclusion the facts don’t establish yet. Ask the question first.
- Evidence. Sami’s access need is real and relevant. Describe it concretely: the step-free door.
- Evidence. Useful: quote the older rule so the manager can check it.
- Audience. What does Sami actually need? A specific request is easier to grant.
Revised draft
Hi, I’m writing about the notice posted by the common room on Monday. It says the rear door will be locked after 8 p.m. and bans business use of the room. I use a wheelchair, and the rear door is the building’s only step-free entrance, so I need a way to get in after 8. I’d like to request an accommodation, such as a key fob for that door. Could you also tell me who issued the notice and whether it replaces the house rules from last year, which allowed resident workshops? Thank you, Sami, 3B
Rubric
Score each row. Proficient is the target for most students.
| Criterion | Beginning | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence | No specifics from the notice. | Mentions the notice generally. | Quotes the notice and older rule. | Quotes both and names what is still unknown. |
| Reasoning | Declares a legal violation. | Complains without a clear need. | Connects the rule to a concrete effect. | Separates the communication problem from the legal question. |
| Audience & purpose | Hostile or vague. | Polite but no request. | Specific request the manager can act on. | Specific request plus questions that clarify authority. |
| Revision | No change. | Tone edits only. | Replaces the conclusion with a question and request. | Explains how each change makes a yes more likely. |
Support and challenge
Support
- Provide the notice and older rule side by side with changes highlighted
- Read HUD’s overview summary aloud
- Spanish vocabulary: aviso, inquilino, administrador, ajuste razonable
- Offer a fill-in message template
- Reduce to the rewrite-the-notice task only
Supports written for each grade band:
Grades 6–8
- Checklist: who, what, when, who it affects, who to ask
- Word bank: resident, policy, effective date, contact
- Model of a clear school notice
- Pair work
Grades 9–10
- Message template: what I saw, what I need, what I’m asking
- Model reasonable-accommodation request language
Grades 11–12
- Briefing template
- Distinguishing chart: notice, lease, law
College and community
- Checklist of notice elements: issuer, date, effective date, what changed, which rule it replaces, contact, how to ask about access
- Caio’s line about design and authority as a discussion prompt
- Before-and-after layout sketch
Challenge
- Research what local tenant organizations exist in your area and what they offer
- Compare federal fair-housing protections with your state’s list of protected characteristics
- Grades 6–8
- Add one line about how residents who need the step-free door can get in after 8 p.m.
- Grades 9–10
- Ask for the source of the rule without accusing the manager of breaking the law.
- Grades 11–12
- Separate the communication problem from the legal question and recommend a collective next step.
- College and community
- Write the notice so it works for residents who rely on the step-free rear door. Say where a request for an exception goes, without promising how it will be decided.
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
- Keep the notice’s exact wording separate from your interpretation, and leave neighbors’ names and unit numbers out.
- Compare the options Public policy
- What problem does the restriction claim to solve? What assumptions or less exclusionary alternatives need examination?
- Reflect on your thinking Learning
- What evidence would make you revise your explanation of the restriction?
Try it at your school
Ask who wrote the rule before you argue about it.
- When a new rule is posted where you live or at school, write down the date and take a photo
- Look for who issued it and what document it changes
- Ask a trusted adult to help you ask the building manager or office
- Find your city’s or county’s tenant or housing help page with an adult
Who to ask A parent or guardian, the building manager, a local tenant or housing help line, a school social worker
Stay safe Don’t post neighbors’ names, unit numbers or private situations online. Let adults handle lease disputes.
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.
Read
Articles, official pages and case records.
Students and educators U.S. Department of Housing and Urban Development
Fair Housing
Learn the federal rules on disability access and reasonable accommodations in housing.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on hud.gov (opens in a new tab)Students and educators U.S. Department of Housing and Urban Development
Report Housing Discrimination
See exactly what a housing complaint asks for, so your notes and records are ready.
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on hud.gov (opens in a new tab)Students and educators USAGov
How to file a complaint against a landlord
Find your state agency for tenant rights and see which complaints go to HUD instead.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on usa.gov (opens in a new tab)Students and educators Pro Bono Net
LawHelp.org
Find free legal aid and plain-language guides for tenants in your state.
- Ages 16–24
Also on the student page, under Explore more.
Open on lawhelp.org (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 | Rewrite the building notice so every resident knows who wrote it, what changed, when and who to ask. Students make: Rewritten notice, 60–90 words. | 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 Sami’s message to the building manager asking about the rule and requesting access after 8 p.m. Students make: Message, 90–130 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 a tenant-association briefing on the notice: what it says, whom it affects, which rules may apply and what to ask. Students make: Briefing, 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 | Design a notice template that a building office could use for any rule change. Rewrite the rear-door notice with it, and write a short memo to the building office that explains each element. Students make: Notice template, a rewritten notice of 60–120 words and a memo of about 150 words. |
|
| Social studies (C3) |
| D2.Civ.6.9-12 (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) D4.7.9-12 (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.6.9-12- Critique the relationships among governments, civil society and markets.
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.
D4.7.9-12- Assess options for individual and group action on local, regional and global problems through reflection and causal reasoning.
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 design a notice and a memo for residents and a building office.
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 plan how residents with different needs learn about a rule and whom they can ask.
Ethical Reasoning VALUE Rubric- AAC&U’s rubric for recognizing ethical issues and applying and weighing different ethical perspectives. In this case: Students weigh the effect of a door rule on different residents before recommending wording.
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 bold type and capital letters do not show who issued a rule.
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 how a building should balance security and access when setting door rules.
- Students make
- Argument, 500–600 words.
- Assess
- The argument is judged on how precisely its policy meets both concerns and how fairly it treats the landlord’s perspective, not on length.
Steps and sample answers
Steps students follow
- Fill in the values chart: what safety, access, privacy and cost each ask of a door policy.
- Write the landlord’s best case for locking the rear door at night.
- Propose a door policy that answers that case and keeps access.
- Draft your opening and your counterargument paragraph on the Your draft page.
- Finish an argument of 500 to 600 words on lined paper or in the online workspace.
Sample answers for the task boxes
- Safety
- A door open late may let outsiders in.
- Access
- The rear door is the only step-free entrance.
- Privacy
- Entry systems should collect little about residents.
- Cost
- A fob reader or other system costs the building money.
- My proposed policy
- Lock the rear door to outsiders at 8 p.m., give fobs to residents who need step-free entry and name a contact.
Sample draft: First draft: your opening paragraph
Sample answer Honors (set by your school)
An unsigned notice in Sami’s building says the rear door will be locked at 8:00 p.m. That door is the building’s only step-free entrance. 1 A lock may answer a real security concern, but this one shuts out a resident who uses a wheelchair. A building should secure its doors in a way that keeps every resident able to get home. The rear door should lock to outsiders at night and open with a fob for residents who need it.
- Grants the other side’s value before proposing a policy.
Sample draft: First draft: the landlord’s side and your response
Sample answer Honors (set by your school)
1 The landlord’s best case is that a rear door open late creates a risk for every resident. That concern is serious, and my policy keeps the door locked to outsiders. A fob gives entry only to residents who hold one, so the lock still works. The Fair Housing Act lets a person with a disability ask for a reasonable accommodation, and a fob is the change Sami suggests. 2 Whether a building grants it depends on the facts. The policy should also name who issued it and whom to contact.
- States the landlord’s perspective in its strongest form.
- Uses fair-housing concepts accurately, with no verdict.
Check your work questions
- Does your thesis propose a clear policy?
- Do you weigh safety, access, privacy and cost?
- Do you use fair-housing concepts accurately?
- Do you address the landlord’s perspective fairly?
- One change I made after feedback
- I added the landlord’s security concern to my thesis, because a policy that ignores it would not be adopted.
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 the unsigned notice’s form (bold type, imperatives, no issuer) and write an evidence-based paragraph on how it claims authority.
- Students make
- Annotated notice plus paragraph (150–200 words).
- Assess
- The annotated notice is checked for precise observations, and the paragraph is scored for a supported claim, a comparison with the older rules and an accurate reflection of the conversation.
- Course skills
- Close observation and analysis, Academic conversation, Evidence-based writing.
Steps and sample answers
Steps students follow
- Log each feature of the notice in Evidence A: type, layout and wording.
- Answer the question “What would a signed version change?”
- Discuss with a partner whether residents should follow an unsigned rule.
- Write a claim sentence about how the notice claims authority.
- Write a paragraph of 150 to 200 words on the Your draft page, with one sentence from your discussion.
Sample answers for the task boxes
- I see
- All caps, bold, “Effective immediately,” no name, date or contact.
- I infer
- The form makes the notice feel official without saying who issued it.
- What a signed version would change
- Residents would know whom to ask and whether the writer has authority.
- My claim sentence
- The notice claims authority through its form, not through a named issuer.
Sample draft: Your paragraph, 150 to 200 words
Sample answer Pre-AP English 1 and Pre-AP English 2
The notice by the common-room door claims authority through its form, not through a named issuer. It opens with 1 “NOTICE TO ALL RESIDENTS” in capital letters and ends with “NO BUSINESS USE.” The phrase “Effective immediately” adds urgency. Yet the page gives no name, no date and no contact. 2 Last year’s house rules were different. They were given out at lease signing and said reservations are made “through the building office,” so residents knew where the rule came from. A signed version would tell residents whom to ask and whether the writer has the power to change the old rule. 3 In our discussion, my partner argued that residents should follow the notice until they learn more, because the door may be locked either way. I agree that Sami cannot ignore it, but the form alone does not prove it is a valid rule.
- Quotes the notice’s exact wording as evidence.
- Brings in the comparison with the older rules.
- Reflects the academic conversation accurately.
Check your work questions
- Are your observations precise?
- Is your claim about authority supported by the notice’s wording?
- Do you compare the notice with last year’s rules?
- Does your paragraph reflect the conversation accurately?
- The point my partner made
- My partner said residents should follow the notice until they learn more.
- What I changed, and why
- I changed “the notice is fake” to “the form alone does not prove it is valid,” because an unsigned notice may still be real.
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: Analyze how the notice uses visual and verbal choices to claim authority it never explains.
- Students make
- Rhetorical analysis, about 450 words.
- Assess
- The analysis receives practice feedback on the three AP Lang scoring rows, with the comparison judged on whether it sharpens the claim about authority.
- Course skills
- Rhetorical Situation (RHS), Style (STL), Claims and Evidence (CLE).
Steps and sample answers
Steps students follow
- Read the notice in Evidence A. Circle each visual choice: capital letters, bold type, layout.
- Underline each verbal choice, such as “Effective immediately” and “will be locked.”
- Note each choice’s effect on residents in the planner.
- Draft your thesis and one body paragraph on the Your draft page.
- Compare the notice with a rewrite that names an issuer, a date and a contact.
- Finish an analysis of about 450 words on lined paper or in the online workspace.
Sample answers for the task boxes
- Visual choices
- Capitals and bold: “NOTICE TO ALL RESIDENTS,” “NO BUSINESS USE.”
- Verbal choices
- “Effective immediately”; “will be locked” names no one who locks it.
- Effect on residents
- The notice sounds official but gives residents no one to question.
- My thesis
- The notice borrows the look of authority to issue commands it never explains.
Sample draft: First draft: your opening paragraph
Sample answer AP English Language and Composition
A notice usually tells readers who is speaking. This one does not. The unsigned notice beside the common-room door 1 borrows the look of authority to issue commands it never explains. Its capital letters and bold type signal an official voice. Its passive verbs hide who is acting. The result is a text residents may feel they must obey but cannot question.
- A thesis about how authority is constructed.
Sample draft: First draft: one body paragraph
Sample answer AP English Language and Composition
The notice’s grammar removes its author. The clause “the rear door will be locked at 8:00 p.m. nightly” 1 never says who will lock it. “Effective immediately” adds urgency without a date, so readers cannot tell when “immediately” began. The final line, “NO BUSINESS USE,” drops the verb and reads as a command. For a busy hallway, that brevity may seem efficient. 2 For Sami, who needs the rear door after 8, it leaves no name to ask and no reason to weigh.
- Analyzes a verbal choice and its effect.
- Connects the analysis to a specific resident, as the revision task asks.
Check your work questions
- Does your thesis explain how the notice constructs authority?
- Do you analyze both visual and verbal choices?
- Do you explain the effects on residents?
- Does your comparison with a rewrite sharpen the claim?
- One change I made after feedback
- I changed my comparison paragraph to focus on Sami, because a list of differences did not explain what each one does.
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: explain how the Fair Housing Act (1968), and its 1988 amendments adding disability and familial status, show Congress extending civil rights through legislation. Apply this to Sami’s request.
- Students make
- Concept-application response, about 300 words.
- Assess
- Each part is checked in the style of the Concept Application question for accurate description, explanation of the political process and application to Sami without declaring a violation.
- Course skills
- Unit 3: Civil Liberties and Civil Rights, Unit 2: Interactions Among Branches of Government, Concept Application.
Steps and sample answers
Steps students follow
- Fill in the timeline: 1968, 1988 and Sami’s request.
- Write Part A: describe the Fair Housing Act and its 1988 amendments.
- Write Part B: explain how Congress extended civil rights, and HUD’s role.
- Write Part C: apply these concepts to Sami’s request.
- Revise your three parts into a response of about 300 words.
Sample answers for the task boxes
- 1968
- Congress passes the Fair Housing Act.
- 1988
- Amendments add disability and familial status.
- HUD’s role
- The executive agency that enforces the law.
- Sami’s request
- A key fob for the step-free rear door.
Sample draft: Part A: the law and its amendments
Sample answer AP United States Government and Politics
The Fair Housing Act is a federal law passed in 1968. Today it bars housing discrimination based on race, color, religion, sex, national origin, familial status or disability. 1 Amendments in 1988 added disability and familial status to the law.
- Describes the amendments accurately.
Sample draft: Part B: Congress and HUD
Sample answer AP United States Government and Politics
Congress extended civil rights through legislation when it amended the law in 1988. The amendments widened who the law protects. 1 HUD, the federal housing department, is the executive agency that enforces the law and explains it to the public.
- Explains the agency’s role.
Sample draft: Part C: Sami’s request
Sample answer AP United States Government and Politics
Sami uses a wheelchair, and the 8 p.m. lock falls on the only step-free door. Disability is a protected characteristic under the amended law. Sami can ask for a reasonable accommodation, such as a key fob. Whether the building must grant it 1 depends on facts she does not have yet.
- Applies the law to Sami without declaring a violation.
Check your work questions
- Does Part A describe the law and its amendments accurately?
- Does Part B explain how Congress extended civil rights and what HUD does?
- Does Part C apply the concepts to Sami without declaring a violation?
- One change I made
- I changed “the building broke the law” to “Sami can ask for an accommodation,” because the facts are incomplete.
This case in the AP United States Government and Politics educator edition
Open on screen Print this caseAP Seminar
Task: Individual written argument on “Is housing a right, a market good, or both?”, 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 source in the stimulus packet for its claim and evidence.
- Fill in the perspective map: economic, legal and health views of housing.
- Write a research question and a thesis in the planner.
- Draft your introduction and one body paragraph on the Your draft page.
- Use the locked rear door as one concrete example.
- Write your full argument of 1,200 to 1,500 words in the online workspace.
Sample answers for the task boxes
- My research question
- Is housing a right, a market good or both, and who decides access?
- Legal view
- HUD: the Fair Housing Act bars discrimination in nearly all housing.
- Economic view
- Owners set rules and prices for the housing they supply.
- Health view
- Stable, safe housing affects health, school and work.
- My thesis
- Housing is both, but market rules should not decide who can get through the door.
Sample draft: First draft: your introduction
Sample answer AP Seminar
Most people rent or buy housing in a market, but they also need it to live. Stable, safe housing affects health, school and work, which is why governments make rules about it. 1 A single door can show how the two ideas meet. In Sami’s building, an unsigned notice says the only step-free entrance will be locked at 8 p.m. Owners set building rules, and the Fair Housing Act limits those rules for residents with disabilities. I argue that housing is both a market good and a right, and that the right should decide questions of access.
- Introduces the concrete example the task asks for.
Sample draft: First draft: one body paragraph
Sample answer AP Seminar
The legal perspective shows the right at work. HUD’s overview says housing discrimination is illegal in nearly all housing, including private housing. That likely reaches Sami’s building, 1 though the law has some exceptions. Under the law, Sami can ask for a reasonable accommodation, such as a key fob for the rear door. 2 The market perspective still matters. A building may lock a door for security, and a fob system costs money. The harder question is whether a rule may shut a resident out of her own home.
- Acknowledges a limit instead of overstating the law.
- Weighs a competing perspective fairly.
Check your work questions
- Does your argument answer a clear research question?
- Does it evaluate economic, legal and health perspectives?
- Does it make an original point that goes beyond any one source?
- Does it address its limitations?
- One change I made after feedback
- I added the law’s exceptions to my body paragraph, because my first draft said the law covers every building.
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 document analysis that treats the unsigned notice, last year’s house rules and HUD’s Fair Housing Act overview as three different kinds of authority. Then give a two-minute talk answering: when a building rule and a resident’s need collide, what should decide the outcome?
- Students make
- Document analysis (400–500 words) plus a two-minute talk.
- Assess
- The educator applies the school’s own pre-IB rubric for source analysis, reasoning and oral delivery; no IB criteria, marks or grades are assigned.
Steps and sample answers
Steps students follow
- Fill in the authority grid for the notice, the house rules and HUD’s overview.
- Use the entrance plan to note who the 8 p.m. lock affects.
- Draft the opening and one section of your analysis on the Your draft page.
- Finish a document analysis of 400 to 500 words on lined paper or online.
- Plan a two-minute talk: your position, your evidence and the strongest objection.
- Give your talk to a small group.
Sample answers for the task boxes
- The notice: who issued it, what it covers
- Unknown issuer. Covers the rear door and room use.
- House rules: who issued them, what they cover
- Given out at lease signing. Covers room reservations.
- HUD’s overview: who issued it, what it covers
- The federal housing department. Explains a law against discrimination in most housing.
- Talk planner: position, evidence, strongest objection
- Access should decide. Evidence: the only step-free door. Objection: night security for every resident.
Sample draft: First draft: your opening
Sample answer Pre-IB (a school pathway, not an IB program)
Three documents speak about Sami’s building, and 1 each carries a different kind of authority. The unsigned notice has the least. It announces a nightly 8 p.m. lock on the rear door but names no issuer, date or contact. Last year’s house rules came with the lease and allowed resident-run workshops. HUD’s overview explains a federal law that bars housing discrimination, including discrimination based on disability.
- Frames the analysis around kinds of authority.
Sample draft: First draft: what the entrance plan shows
Sample answer Pre-IB (a school pathway, not an IB program)
The entrance plan shows why the question of authority matters. 1 The rear door is the building’s only step-free entrance, and the front has four steps and no ramp. If the lock goes into effect, Sami loses her only way in after 8. Whether the notice can do that depends on who issued it and whether it replaces the house rules. Whether the building must offer an accommodation depends on facts no document gives yet. 2 The analysis leaves both as open questions.
- Uses the entrance plan as evidence of effect.
- Frames legal points as questions.
Check your work questions
- Do you distinguish the notice, the house rules and federal law accurately?
- Do you use the entrance plan as evidence of effect?
- Do you frame legal points as questions?
- Does your talk state a position and answer its strongest objection?
- One change I made after feedback
- I changed “HUD made the rule” to “HUD explains a federal law,” because Congress passed the law.
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 rule fair in shared housing?” and produce a guide for new residents.
- Students make
- Resident guide plus 150-word reflection.
- Assess
- The educator uses Individuals and societies criteria B and D and Language and literature criterion D, applying the school’s own year-level descriptors.
- Course skills
- Individuals and Societies B: Investigating, Individuals and Societies D: Thinking critically, Language and Literature D: Using language.
Steps and sample answers
Steps students follow
- Write the research question “What makes a rule fair in shared housing?” in your own words.
- Find which document governs the common room: the notice or last year’s house rules.
- List three kinds of residents and what each needs from a building rule.
- Write your guide for new residents on lined paper or in the online workspace.
- Write a reflection of about 150 words on the Your draft page.
Sample answers for the task boxes
- My research question
- What makes a building rule fair to every kind of resident?
- Which document governs the common room?
- Unknown: last year’s rules allowed workshops; the notice may or may not replace them.
- Three kinds of residents and their needs
- A wheelchair user: step-free entry. A workshop leader: room use. A resident worried about safety: a locked door.
Sample draft: Your reflection, about 150 words
Sample answer IB Middle Years Programme (MYP)
My research question was what makes a building rule fair. The notice in Sami’s building taught me that 1 fairness starts with knowing who made a rule. The notice had no name, date or contact, so no resident could ask about it. It also landed hardest on residents like Sami, who need the only step-free door. 2 A rule can have a fair goal, like safety, and still shut someone out. For my guide, 3 I included three kinds of residents: a wheelchair user, a workshop leader and a resident worried about safety. Writing for all three showed me that a fair rule says who made it and whom it affects.
- States a finding that the research question led to.
- Weighs purpose against effect (criterion D).
- Shows the guide meets the challenge of three perspectives.
Check your work questions
- Is your research question focused?
- Are your fair-housing concepts accurate?
- Does your guide include at least three kinds of residents?
- Does your reflection connect to fairness?
- One change I made after feedback
- I rewrote one guide section in plain words, because new residents may read it in a hurry.
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: Language A: language and literature
Task: Write a guided textual analysis of the unsigned notice, then apply the same guiding question to one longer real building or institutional notice the teacher selects.
- Students make
- Guided analysis, 600–800 words, written in 75 minutes.
- Assess
- The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.
- Course skills
- Language A: language and literature — Readers, writers and texts.
Fit: partial. The unsigned notice is a compact non-literary text whose layout and imperatives manufacture authority, which suits a focused Paper 1 exercise, but it is very short, so pair it with a longer real notice or policy communication.
Steps and sample answers
Steps students follow
- Read the guiding question, then read the notice in Evidence A twice.
- Annotate four layers: layout, typography, commands and what is left out.
- Write a thesis that answers the guiding question.
- Draft your opening and one analytical paragraph on the Your draft page.
- Finish a guided analysis of 600 to 800 words in the time given.
- Apply the same guiding question to the longer notice your teacher selected.
Sample answers for the task boxes
- Layout and typography
- A heading in capitals; a final line, “NO BUSINESS USE,” in capitals.
- Commands and verbs
- “Effective immediately”; “will be locked” hides who acts.
- What is left out
- An issuer, a date, a contact, a reason and a definition of “business use.”
- My thesis
- The notice builds authority from form alone; its silences leave residents able to obey but not to question.
Sample draft: First draft: your opening
Sample answer IB Diploma Programme: Language A: language and literature
Public notices usually draw authority from a name: a manager, an office, a board. The unsigned notice by the common-room door 1 draws it from form instead. Its capital letters, its opening address “TO ALL RESIDENTS” and its closing “NO BUSINESS USE” create an official voice. What it leaves out is just as important. With no issuer, date, contact or reason, the notice positions residents as people who obey rather than people who may ask.
- Answers the guiding question in the opening.
Sample draft: First draft: one analytical paragraph
Sample answer IB Diploma Programme: Language A: language and literature
The passive voice does much of this work. The clause “the rear door will be locked at 8:00 p.m. nightly” 1 names an action but no actor. The reader cannot tell who decided or whom to ask. “Effective immediately” adds urgency while hiding the start date. The final line drops the verb altogether. “NO BUSINESS USE” reads as a command, yet 2 the phrase is never defined. A resident like Sami, who runs a workshop, cannot tell whether her work counts. The notice’s power comes from what it leaves unexplained.
- Analyzes a grammatical choice with a precise reference.
- Treats an omission as a choice with an effect.
Check your work questions
- Does your analysis respond directly to the guiding question?
- Do you analyze layout, typography and language with precise references?
- Do you treat omissions as meaningful choices?
- Is your analysis organized in clear academic language?
- One change I made after feedback
- I replaced “the landlord is hiding” with an analysis of the passive voice, because the writer of the notice is unknown.
This case in the IB Diploma Programme: Language A: language and literature educator edition
Open on screen Print this caseIB Diploma Programme: Global politics
Task: Rehearse an engagement project on local housing: frame a political issue about who makes and enforces rules in rental housing, map the actors (owners, managers, tenants, tenant associations, city agencies, HUD), plan how you would engage a tenant organization or housing agency ethically, and explain how power and legitimacy show up in Sami’s case.
- Students make
- Engagement-project proposal, 500–700 words, with an actor map.
- Assess
- The educator gives practice feedback on issue framing, actor analysis and engagement planning; the proposal is not an internal assessment submission and no IB marks are predicted.
- Course skills
- Global politics — key concepts: power and legitimacy; thematic study: Rights and justice.
Fit: partial. Housing rules raise power, legitimacy and rights, and local housing is a realistic engagement-project topic, but the case is a single building dispute, so it works as engagement-project rehearsal rather than as core or thematic-study content.
Steps and sample answers
Steps students follow
- Write a political issue about who makes and enforces rules in rental housing.
- Fill in the actor map: owners, managers, tenants, tenant associations, city agencies and HUD.
- Note each actor’s source of power: formal authority, resources, influence or voice.
- Plan how you would contact a tenant organization or housing agency, with consent and safety.
- Draft your issue statement and engagement plan on the Your draft page.
- Finish a proposal of 500 to 700 words with your actor map.
Sample answers for the task boxes
- My political issue
- Who holds power to make and change the rules residents live under?
- Actors with formal authority
- The owner and manager; HUD enforces the Fair Housing Act.
- Actors with voice or influence
- Tenants and tenant associations; a local housing help line.
- Power and legitimacy in Sami’s case
- The notice exercises power, but with no issuer it cannot show legitimacy.
Sample draft: First draft: your issue statement
Sample answer IB Diploma Programme: Global politics
My engagement project asks who holds the power to set the rules residents live under. In Sami’s building, an unsigned notice locks the only step-free door at 8 p.m. The notice exercises power, because the door may be locked either way. 1 It cannot show legitimacy, because it names no issuer and no process. Atlantic Plaza Towers in Brooklyn offers a contrast: 2 a change to entry needed a state agency’s permission, which gave tenants a place to object.
- Uses legitimacy precisely.
- Uses a real, sourced example to show where power can be checked.
Sample draft: First draft: your engagement plan
Sample answer IB Diploma Programme: Global politics
I would contact a local tenant organization and ask how residents learn about new building rules. Before any meeting, I would explain my project, ask for consent and offer to leave out names. 1 I would not ask about anyone’s disability or lease. I would go with a classmate or a trusted adult and meet in a public place. My questions would focus on process: who issues rules, and how residents can respond.
- Plans ethical engagement that protects privacy.
Check your work questions
- Does your proposal frame a political issue about power over housing rules?
- Does your actor map show each actor’s source of power?
- Is your engagement plan ethical and feasible?
- Do you use power, legitimacy and rights precisely?
- One change I made after feedback
- I narrowed my issue from “housing is unfair” to who issues building rules, because a project needs a question I can investigate.
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.
Sources
Case sources
- Gothamist, “Brooklyn Landlord Does An About Face On Facial Recognition Plan (opens in a new tab).” November 21, 2019. Why the landlord needed state permission, and what tenants did with that process.
- Legal Services NYC, “Brooklyn tenants file legal opposition to landlord’s application to install facial recognition entry system in building (opens in a new tab).” May 1, 2019. The tenants’ filing announcement.
- U.S. Department of Housing and Urban Development (HUD), “Fair Housing Act overview (opens in a new tab).” No date listed. The characteristics the Fair Housing Act protects, the housing it covers and its exceptions.
Research behind the lesson
These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.
- Cornell Legal Information Institute, No date listed. Authority and jurisdiction (opens in a new tab). Legal reference. Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system. Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.
- Jeong-Nam Kim and James E. Grunig, 2011. Situational theory of problem solving (opens in a new tab). Research article. How people recognize a problem, connect it to their lives and perceive barriers helps explain their communication about it. Keep in mind: A prompt for asking about people’s circumstances, not a way to infer someone’s beliefs from their identity.
Professional codes
- 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.
- National Communication Association (NCA), Credo for Ethical Communication (opens in a new tab). Approved by the NCA Legislative Council in 1999; reaffirmed in 2011; reaffirmed with edits in 2017 and 2024.
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, Language A: language and literature course page (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
- A question to ask
- A rule or process
- Who it affects
- A connection
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.
