GSR 220 OL4 Fall Semester
Finals Take Home in Three Parts (1, 2, and 3) 
Last names – authors/editors; “overview” means what we all have discussed, written about throughout since the midterm and some during the beginning.
Kim Nielsen’s “A Disability History of the United States” (book) Chapters 6-8
PDF scan through Blackboard: Michael Oliver’s “Understanding Disability” Chapter 1
Library Link “A Fair Chance in the Race of Life”, Chapter 2
Handouts – Washington Post article “Deaf Man, 96, Freed After 68 Years in Hospital”
“Lives Worth Living” DVD
Please follow instructions in choosing answers. You are welcomed to answer additional short answers (doesn’t matter how many and where)
To choose correct answers: you can mark your answer in bold, highlight or underline.Part 2: Short Answers A and B Please answer the definition and questions in your own words.
The following questions (between 1 and 4) are REQUIRED to answer:
1. Do you think Deaf and Hard of Hearing People can be allies with hearing people with disabilities? Why or why not? Please explain if you disagree. (Nielsen Chs. 7 and 8; “Lives” DVD, class discussion and your overall observation and experiences
2. Why is it important to learn about race and gender in deaf and disability history? (ALL readings and discussion in class)
3. How do you learn to be an activist to make sure you have equal access in our society with support from anti-discrimination laws like American with Disabilities Act (ADA) and 1973 Rehabilitation Act and its Section 504? (Nielsen Ch. 8, ADA Powerpoint and NAD’s ADA vlogs): You can use your project research if it is applicable.
4. Your mini-reflection thoughts about the overall experience learning about our disability history and researching your final project.Please choose three questions below to type a short answer (between #5 and #10). All parts of the question must be completely answered. If you do not, it will result in half points off or zero. Additional answers will be accepted one point each as extra credit.
1. Please provide an example how the disabled military veterans were treated differently from those born with a disability or became disabled through illness (Nielsen Ch. 7 and “Lives” DVD)
2. In 19th and 20th century, African Americans – enslaved and free – were often perceived having less intelligence (hence, disabled). Give an example how white people treated them (Nielsen).
3. Please describe the Blind Veterans Association and its activities. Why is BVA significant for all races and religions for its veterans? (Nielsen)
4. Intersectionality for MALE: please explain a situation that an African-American, Latino, or a Native American with a disability (deaf, blind, or limited mobility) may be perceived by the society (today or 100 years ago). Do you think he may see himself as a peer to a white or Caucasian male with a disability? (ALL readings and discussion)
5. Intersectionality for FEMALE: please explain a situation that an African-American, Latino, or a Native American with a disability (deaf, blind, or limited mobility) may be perceived through the lens of society (today or 100 years ago). Do you think she may see herself as a peer to a white female with a disability? (ALL readings and discussion)
6. Please explain what Smith-Fess Act (1920) and Barden La-Follette Act (1943) are (Nielsen):