Test #3 - Facts
"The Ball" by Ben Bahan "The Ball" is a unique ASL story where Ben uses _____ _____ to represent ________ chasing after a _____ ____. These _____ represent certain ______ and are used to ____ ____. He uses each _____ following the others as they ______ the ______ in different directions. He _______ the signs and his ______-______ behaviors to ______ the qualities of each character. The story, like many classic children's stories, uses _______ to create a ____ ____. This _____ follows a series of events that build to a _____ _____.
"The Ball" by Ben Bahan "The Ball" is a unique ASL story where Ben uses semantic classifiers to represent characters chasing after a runaway ball. These classifiers represent certain nouns and are used to show movement. He uses each character following the others as they chase the ball in different directions. He modifies the signs and his non-manual behaviors to reflect the qualities of each character. The story, like many classic children's stories, uses repetition to create a special cadence. This repetition follows a series of events that build to a dramatic climax.
"The Ball" by Ben Bahan 3-handshape: Bent-V-handshape: 1-handshape: Bent-1-handshape: Horizontal-1-handshape: Y-handshape:
"The Ball" by Ben Bahan 3-handshape: Bicycle with a boy on it Bent-V-handshape: Dog 1-handshape: Girl on rollerskates Bent-1-handshape: Old man Horizontal-1-handshape: Flying bird Y-handshape: Fat woman
"To a Hearing Mother" by Ella Mae Lentz Sam introduces Ella's poem by the deep-felt ____ Deaf people have about the well-being of ____ ______. Approximately ____% of ______ ______ have ______ parents. Although responsible for their ______, these ______ usually lack the ______ to make decisions. They may not have access to the ______ _______ for guidance and insight, and instead are given advice by _____ _____, who also lack first-hand experience of what it means to be _______. The tension between the _____ mother and the _____ _____ is artistically developed to a poignant resolution. Ella evokes the tension by using _______ not only to represent the ______ mother and ______ _____, but also to draw attention to the ______ between them in _____, ______, and _______ _____. Ella likens the Deaf ______ to a ______, then argues that if the _______ mother and the _______ _____ don't work together, their struggle over the _______ is like a ______ that will bring down the _______.
"To a Hearing Mother" by Ella Mae Lentz Sam introduces Ella's poem by the deep-felt concern Deaf people have about the well-being of Deaf children. Approximately 90% of Deaf children have hearing parents. Although responsible for their children, these parents usually lack the experience to make decisions. They may not have access to the Deaf community for guidance and insight, and instead are given advice by hearing professionals, who also lack first-hand experience of what it means to be Deaf. The tension between the hearing mother and the Deaf people is artistically developed to a poignant resolution. Ella evokes the tension by using space not only to represent the hearing mother and Deaf people, but also to draw attention to the differences between them in experiences, values, and world views. Ella likens the Deaf child to a tree, then argues that if the hearing mother and the Deaf people don't work together, their struggle over the child is like a saw that will bring down the tree.
Cinnie's College Experience Gallaudet University, founded in ________, is the only _______ ________ ________ in the world established specifically for _______ ________. In ________, the National Technical Institute for the Deaf was founded to provide ______ _________ to Deaf students.
Cinnie's College Experience Gallaudet University, founded in 1864, is the only liberal arts university in the world established specifically for Deaf students. In 1968, the National Technical Institute for the Deaf was founded to provide professional training to Deaf students.
Cinnie's Job in Connecticut The American School for the Deaf, founded in ______ in ______, Connecticut by _______ _______ and _______ ______, was the first _____ ______ for the ________ in the _______ _______. Gallaudet visited the _______ _______ _______ for the Deaf in ______, and invited _______ back to America to establish the first _______ using _______ as the ________ of instruction.
Cinnie's Job in Connecticut The American School for the Deaf, founded in 1817 in Hartford, Connecticut by Thomas Gallaudet and Laurent Clerc, was the first public school for the Deaf in the United States. Gallaudet visited the National Royal Institution for the Deaf in Paris, and invited Clerc back to America to establish the first school using ASL as the language of instruction.
Cinnie's Work with the Peace Corps Although the largest number of Peace Corps volunteers work in ________ programs, only a handful of countries have Peace Corps-sponsored ______ ______ programs: the ________, _________, ________, ______, _______, and ______ _____. The ________ has the ________ program and the only one with a _______ component.
Cinnie's Work with the Peace Corps Although the largest number of Peace Corps volunteers work in health programs, only a handful of countries have Peace Corps-sponsored Deaf education programs: the Philippines, Ecuador, Morocco, Haiti, Nepal, and Sri Lanka. The Philippines has the largest program and the only one with a training component.
Cinnie's work with Deaf-Blind People Among Deaf-Blind people, the largest group is those who are _______ first and ________ ______ ______ later. Many of these people have ______ ______. Deaf people can also have other kinds of vision problems, but if ASL is their first language, they will ________ to ______ _____. People who have low vision may need to watch signs from ______ ______; if their visual field is narrow they may watch signs from a ________ _______; others may track signs by holding the ________'s _______. People with less or no vision may follow signs _______ by placing their hands over the ________'s ______. (A person who is blind first and becomes deaf later may prefer to communicate in ______, by having _______ words _______ into his/her ______, or placing his/her hand over the _________'s) Many Deaf individuals have also been involved in the Deaf-Blind community. Some Deaf people have ________ jobs like Cinnie, or work as ______ in the classroom, at conferences or other events.
Cinnie's work with Deaf-Blind People Among Deaf-Blind people, the largest group is those who are Deaf first and lose their vision later. Many of these people have Usher's Syndrome. Deaf people can also have other kinds of vision problems, but if ASL is their first language, they will continue to use ASL. People who have low vision may need to watch signs from close up; if their visual field is narrow they may watch signs from a greater distance; others may track signs by holding the signer's wrist. People with less or no vision may follow signs tactually by placing their hands over the signer's hand. (A person who is blind first and becomes deaf later may prefer to communicate in English, by having English words fingerspelled into his/her palm, or placing his/her hand over the fingerspeller's) Many Deaf individuals have also been involved in the Deaf-Blind community. Some Deaf people have teaching jobs like Cinnie, or work as interpreters in the classroom, at conferences or other events.
Houseparents Houseparents __________ students' extracurricular activities, including intramural sports and field trips. They may take on _______ responsibilities, such as seeing that students do their _______, sending them to the ________ when they get sick, seeing them off to _____ and _____ them up in the morning. Remember that most Deaf children have _______ parents. Houseparents with a ______ attitude toward signing and Deaf people can be excellent _____ ____, and can instill students with ______ and ______-_______. Students not only learn ________ skills from these houseparents, but also ______, _________ and _______ ______.
Houseparents Houseparents supervise students' extracurricular activities, including intramural sports and field trips. They may take on parenting responsibilities, such as seeing that students do their homework, sending them to the infirmary when they get sick, seeing them off to bed and waking them up in the morning. Remember that most Deaf children have hearing parents. Houseparents with a positive attitude toward signing and Deaf people can be excellent role models, and can instill students with pride and self-esteem. Students not only learn social skills from these houseparents, but also stories, traditions and cultural values.
It's a Small World When members of the Deaf community first meet, they often try to figure out what _________ _____ they have in common. They may try to identify ____ ____, refer to common _____, shared ______ or _______.
It's a Small World When members of the Deaf community first meet, they often try to figure out what community ties they have in common. They may try to identify mutual friends, refer to common experiences, shared interests or knowledge.
Poetry While there has been a _____ _______ of ________ performed in ______, early poems were often ______ of works in ______. Then in the late _____'s and early _____'s, with recognition by ______ of ASL as a language ________ from ______, ASL poetry flourished. This creative ________ that coincided with the linguistic ________ of ASL has allowed ________ poets to explore the possibilities unique to a _______-______ ______. ASL poetry is a blend of _______, _____, _______ and ______.
Poetry While there has been a long tradition of poetry performed in Sign, early poems were often adaptations of works in English. Then in the late 1960's and early 1970's, with recognition by linguists of ASL as a language distinct from English, ASL poetry flourished. This creative renaissance that coincided with the linguistic awareness of ASL has allowed Deaf poets to explore the possibilities unique to a visual-spatial language. ASL poetry is a blend of imagery, rhythm, feelings and insight.
Rehabilitation Act In ______ Section _________ of the Rehabilitation Act mandated certain _______ of _______ for _______ and _______ people in any institution receiving _______ _______. Deaf students were able to attend ________ ______ with __________ services provided by the institution.
Rehabilitation Act In 1976 Section 504 of the Rehabilitation Act mandated certain standards of accessibility for Deaf and disabled people in any institution receiving federal funds. Deaf students were able to attend hearing colleges with interpreting services provided by the institution.
Residential Schools Residential schools have long been a ________ of the ______ _____, a place where _______, _______ _____ and ______ are _____ from ____ _______ to the _______.
Residential Schools Residential schools have long been a mainstay of the Deaf community, a place where language, cultural traditions and values are passed from one generation to the next.
Reveille At the beginning of his narrative, Ethan explain show Deaf people have it easy nowadays with special alarms that are attached either to a ______ _______ or a ____ _____. He then goes on to describe some of the ways Deaf people used to wake themselves up when electric alarms were not available (1) _____ ______ wakes up students by _______ the beds (2) A ______ and _____ arrangement suspends a _______ near the ceiling. The alarm clock ____ a release, dropping the ______ to the floor. (3) A person ______ an old-fashioned _____ _____ through the night. (4) A ______ is ______ onto one person's ______, while the person in the next bed _____ the _______ ______. When the alarm goes off under the ____ ______'s ______, they ______ the _______ and wake the first person up. (4) Two slats are hinged together, then attached to the head of the bed. One slat _______ from the ______, while the other has a _____ which is attached to the _____ on the back of an ______ _____. When the alarm sounds, the ________ _____ pulls on the _______, and the top slat _______ against its counterpart with a bang. (5) A box-like arrangement stands ________ at the ______ of the bed. Within the box are a number of _______, one on top of the other, _______ downward, and on the top ______ rests a small version of a _____ ______. The ______ is held in place on the ______ _________ by a connection with the alarm key. When the alarm sounds, the key releases the ____, which rolls off the ______, hits the next one, and so on until it shakes the sleeper awake. (6) A different slat contravice is attached to the ______ of the _____, and instead of _______ against another slat to produce a loud ______, it slams right down ______ _____ ______.
Reveille At the beginning of his narrative, Ethan explain show Deaf people have it easy nowadays with special alarms that are attached either to a flashing light or a bed vibrator. He then goes on to describe some of the ways Deaf people used to wake themselves up when electric alarms were not available (1) Dormitory supervisor wakes up students by shaking the beds (2) A string and pulley arrangement suspends a flatiron near the ceiling. The alarm clock trips a release, dropping the iron to the floor. (3) A person clutches an old-fashioned alarm clock through the night. (4) A string is tied onto one person's wrist, while the person in the next bed holds the other end. When the alarm goes off under the second person's pillow, they pull the string and wake the first person up. (4) Two slats are hinged together, then attached to the head of the bed. One slat hands from the hinge, while the other has a hook which is attached to the key on the back of an alarm clock. When the alarm sounds, the unwinding key pulls on the hook, and the top slat slams against its counterpart with a bang. (5) A box-like arrangement stands vertically at the foot of the bed. Within the box are a number of shelves, one on top of the other, sloping downward, and on the top shelf rests a small version of a cannon ball. The ball is held in place on the by a connection with the alarm key. When the alarm sounds, the key releases the ball, which rolls off the shelf, hits the next one, and so on until it shakes the sleeper awake. (6) A different slat contravice is attached to the foot of the bed, and instead of banding against another slat to produce a loud retort, it slams right down upon the sleeper.
Sign Language in the Philippines In schools for the Deaf in the Philippines, teachers sign a "______" or ____ of the native ___________ _____ _______, American Sign Language and ________-based systems.
Sign Language in the Philippines In schools for the Deaf in the Philippines, teachers sign a "pidgin" or mix of the native Philippine Sign Language, American Sign Language and English-based systems.
Storytelling Deaf children learn the ______ of storytelling at _____ ______ for the ______ - They learn how to _______ _____ _____ and ______ from Deaf adults who use ASL _______. Members of the Deaf community commonly agree that ___________ is the most _______ ______ of ______ _____.
Storytelling Deaf children learn the art of storytelling at residential schools for the Deaf - They learn how to vividly recreate characters and events from Deaf adults who use ASL fluently. Members of the Deaf community commonly agree that storytelling is the most popular form of signed entertainment.
