A.H.R.C.

Highschool
SUMMER CURRICULUM

Day 1: 7/24
Goals:
● Students will be able to express what they value and what is important to them through
activity one
● Student will be able to discuss what issues the students feel they face as a disabled person
through activity two
● Student will be able to engage in meaningful discussion about their issues within their own
communities through activity two
● Students will be able to engage in meaningful discussion about what they feel would help
their community through activity two
● Students will recognize their own abilities and superpowers within their community in the
concluding discussion

Procedure:
● Activity 1: Your object
○ Students will bring in (or think of) an object that means a lot to them through the
Team call
○ Students will then share their name, age, and why that object means alot to them
■ I will be going first to be open and transparent with the students so they feel
more comfortable with me and to share with their peers
○ This is meant as an icebreaker to get to know the students and what is important to
them
● Activity 2:​ ​Your Superhero
○ Start with asking students what their favorite superhero is and why
○ Student will be creating a superhero to help solve the problems in the disabled
community (let me know if you rather this be an individual activity or a group one)
○ If on their own students will first list or think of problems they would like this
superhero to solve
○ For each problem they see within the disabled community they have to come up
with one power to fix that problem
○ Then they will draw their superhero and name him or her
● Concluding discussion
○ Allow the students to share anything they liked about another person’s superhero
and why
○ I will conclude with saying though we love superheroes in real life they don’t exist.
This means it is up to us to be the superhero in our own communities through our
own powers
 ○ A lot of the powers the students will mention to fix a problem humans are able to do
they just don't realize how powerful they are
○ Over the next few weeks we will be looking at discrimination (will define this word
as well) in the disabled community and how we can be the superheroes to fix it

Day 2: 7/31
Goals:
● Students will be able to identify what discrimination is and how it hurts certain groups of
people
● Students will be able to review what the student already know about discrimination
● Students will be able to elaborate and discuss why the Black Lives Movement is happening
(the history of oppression of black people)
● Students will be able to connect the history of black people to the history of disabled
individuals
● Students will be able to engage in discussion on ways they feel people with disabilities are
treated differently
Procedure:
● Activity 1: Recap
○ Student will discuss in more detail what they wish able people knew about their
disability
■ I have the list of some of the things the students said last time to bring up if
they get stuck
● Activity 2: Racism
○ The students already have a basic understanding of black lives matter so I want to
get into the idea of why it is wrong
○ Define racism for the students as : unfair treatment of people based on the opinion
that one race is better than another race or races.
■ Discussion on why is this harmful
○ What is the history of black Americans in America?
■ If the students have gaps in knowledge on slavery, segregation things like
that will explain but I know this has already been discussed so i dont want to
over do it
○ Ask why do you think black people are still fighting for their rights now?
○ Finish with this video and will ask you to pause the video at different points to have
discussions
■ Systemic Racism Explained
● Activity 3: Disabled people
○ I want students to understand the reasons black people are fighting for their right is
a long history of oppression for that group of people
■ Ask them what is a disability?
○ I want to see if the students know how people of disabilities were treated in america
as well
■ https://www.youtube.com/watch?v=cO-NTQouI8Q
 ● Like the first video I may ask you to pause at different moments
■ Will talk about
● Middle ages
● Beginning of education
● Switch to housing over education
● Eugenics
○ Ask how is the history of disabled people similar to the history of black people?
○ What can we do to change that?

Day 3: 8/7
Goals:
● Students will be able to discuss what they wish everyone knew about them and their
disability
● Students will be able to engage in discussions on how to communicate their needs to others
● Students will be able to engage in partner stimulations to role play what to do when
approached so others understand their needs
Procedure
● Activity 1: Review
○ To review student’s previous knowledge of history I will screenshare a document
that contains a timeline of BLM (slavery, segregation and Black lives matter
movement) and timeline of autistic people (locking up people in cages, boarding
schools and asylums and education today like AHRC)
■ Here is the link to that power point:
https://docs.google.com/presentation/d/1nlpJawx5SjYKwPGkHIehlWSH7q
WWbh-4tN1uMCocrDA/edit?usp=sharing
■ Review the goal of each group is to be seen as equal in society and to be
treated equally
● What can we do to make sure people are treated equally?
(discussion)
● Activity 2: What Are Needs
○ Ice Breaker: What are some things that make you uncomfortable?
○ After students talk, I will explain that these are called needs. Needs are
requirements for your health and safety.
■ Example: What do you need when you to the beach? If you are missing one
of your items like a bathing suit or sunscreen you are not able to go.
■ If one of your needs are not meet you are not able to focus and function.
■ So, with that how do we communicate our needs? (discussion)
● Activity 3: Scenario
○ We cannot expect people to know what we need to it is important that we tell them
what we need
○ Today we are going to learn what to say if a police officer approaches us. Our goal is
to tell them who we are and what we need
○ If approached by a police officer say this
○ “Hello officer my name is __________ and I need _________. Thank you and I will do what
I can to help”
● For example
 ○ “Hello office my name is STATE YOUR NAME. and I have
autism this means that I do not like to be touched because it
is painful for me and that is a need of mine. Thank you and I
will do what I can to help.”
○ We will practice I will give the student chances for them to respond to what I am
saying by each going with what they would say to an officer
○ I will say. “Sometimes police officers will ask you questions. Instead of trying to
answer them yourself give them a person to contact”
■ For example, I would say
● “I am sorry officer I do not feel comfortable answering questions
without my mom here. Her number is ********* could you call her
with your phone for me please.”
○ Always remember officers are people to and like we said before everyone should be
treated equally so that means we should be polite (ask what does polite mean to
them), kind and respectful.
○ Another thing you should know is to ensure your safety is know you are allowed to
record the officer as they are speaking to you. In order to be respectful, I would say.
○ “Hello officer my legal guardian/mom or dad told me to record you while we speak
so I am going to use my phone to do so”
○ We will then have time for questions if the student have any.
○
● Activity 4: ID Card
○ If you do not feel comfortable speaking to a police officer you can show them an ID
card.
○ Your ID card should show a picture of you. It should also state your name, your
needs and a way to contact your mom dad or guardian.
○ I will screen share an example of an ID card my sister has as an example
○ Students will then get a chance to create their own id cards
○ If possible after the lesson I want to great the appropriate information from you to
create formal ID cards for all of them on Canva to email to each student so they can
print it up and have on just in case they are ever in this situation.

Day 4: 8/14
Goals:
● Students will be able to voice their concerns to police officers (or other personnel they feel
do not understand them) about their concerns in the way disabled people are treated
● Students will be able to hear from officers or other personnel on how they are taught to
address a disabled individual
● Students will be able to practice their stimulation exercises from day 3 with the officers or
personnel
Procedure
● Activity 1: Recap
○ Have the students re-explain last week what they learned about how to talk to police
officers
○ Ask if students did their id cards
○ Have them re-explain how you can use your ID cards
● Activity 2: Why communicate to others
○ This powerpoint correlates to the rest of the lesson
■ https://docs.google.com/presentation/d/1LrRdFUnhAUv1ES-9vDuWkqJo3z
6IMeIcgU1rw4qNZLU/edit?usp=sharing
○ What are needs?
■ Needs are requirements for your health and safety
○ Who do we need to communicate our needs to?
■ The answer is everyone!!!
○ Why is it important to communicate our needs to others?
● Activity 3: Scenarios
○ What makes someone good at communicating?
■ Together with the students generate a list and go over what is important
about communicating needs
○ Together we will create our own sentences with the template like the one the day
before on how to communicate our needs to many people
■ This is the sentence generator our students will use
● Hello (person) may I speak to you? I feel that I need (help with
something). I need this because (reason why). I would appreciate it if
you could (how they can help). Thank you for listening!
○ Example
■ Hello (Mom) may I speak to you? I feel that I need
(help in the office). I need this because (there are
papers that need to be shredded and I need A place to
put them). I would appreciate it if you could (get the
shredder). Thank you for listening!
● Activity 4: Unit Review
○ Ask the students what they took away from these past few weeks as a recap and for
me to learn what stuck with them