Biology / Global Studies > Disease and Epidemics

Title: Disease and Epidemics

Authors: Jennifer Dwojakowski and Sarah White

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students gain knowledge about how and why historical outbreaks occurred and how we can try to prevent current day outbreaks.

Focus Question: Why were historical outbreaks so devastating and what can we do to prevent outbreaks from occurring now?

Databases(s): History Resource Center: World, Science Resource Center

Procedures:

• Steps/Activities by teacher:
• As a precursor to the lesson show the first fifteen minutes of the movie "Outbreak!" which shows the bombing of a village thought to be contaminated with an unstoppable infectious agent.
• Discuss the reason why they did this in the movie as a class.
• Have the students read the article in the History Resource Center: World, "Public Health". Encyclopedia of European Social History. 6 vols. Charles Scribner's Sons, 2001
• While students are reading the article, have them create a chart that lists at least four of the diseases that were considered to be epidemics according to the article. Next to each disease they should indicate what the disease was caused by, symptoms of the disease and how the disease traveled to new populations.
• On the same sheet, under their table, have students draw four thumb nail sketches of practices or advancements that helped stop the spread of these diseases.
• Have students share their charts and sketches.
• Have students brainstorm a list on the board of reasons why these diseases no longer cause major outbreak issues.
• Brainstorm a second list of current day epidemics and why these now exist.
• Discuss as a group the introduction and role of the CDC.
• Have students read through, "Disease control." World of Health. Ed. Brigham Narins. Detroit: Gale, 2000. located in the Science Resource Center
• Break students up into groups of five.
• Have each student within their group chose a different disease outlined in the article "Disease control." They should construct a universal picture campaign sign and slogan on a single sheet of paper that clearly illustrates how someone can prevent the spread of this disease.
• Have the groups of students compile their picture campaigns creatively onto one "Prevention Poster", labeling each picture campaign sign by disease name.
• Have groups share their posters to the entire class and display in room or hall for others to see.

• Steps/Activities by student(s):

• Participate in the class discussion on the clip from "Outbreak!"
• Read the article in the History Resource Center: World, "Public Health". Encyclopedia of European Social History. 6 vols. Charles Scribner's Sons, 2001
• While reading the article, create a chart that lists at least four diseases that were considered to be epidemics, what they were caused by, symptoms of the diseases and how the disease traveled to new populations. Also draw four thumb nail sketches of practices or advancements that helped stop the spread of these diseases.
• Share your charts and sketches.
• Participate in class brainstorming session.
• Read through, "Disease control." World of Health. Ed. Brigham Narins. Detroit: Gale, 2000. located in the Science Resource Center.
• Within your group of five, chose a disease outlined in the article "Disease control."
• Construct a universal picture campaign sign and slogan on a single sheet of paper that clearly illustrates how someone can prevent the spread of this disease.
• Compile your group's picture campaigns creatively onto one "Prevention Poster" labeling each picture campaign sign by disease name.
• Share your poster to the entire class and display in room or hall for others to see.

Outcome: Students will gain knowledge about how and why historical outbreaks occurred and how we can try to prevent current day outbreaks.

Related Activities: This activity is easily integrated with:

• Global Studies
  • Additional information on the history of disease could be introduced, including timeline work, etc.
  • Specific diseases could be focused on in more detail with geographic or cultural focus areas.
  • Geographic areas in the world could be addressed specifically and examined for why particular diseases tend to be more prevalent there.
• English
  • Have students listen to, read or watch Edgar Allen Poe's Mask of the Red Death. Discuss the timeframe in history that this story was written and the symbolic nature of the writing.

Standard Date: December 1994

Content Standard(s):

• NS.9-12.4(D) Biological evolution; Interdependence of organisms; Behavior of organisms
• NS.9-12.5(E) Understandings about science and technology
• NS.9-12.6(F) Personal and community health; Natural and human induced hazards; Science and technology in local, national and global challenges
• NS.9-12.7(G) Historical perspectives

Learning Expectation: As a result of activities, students will gain an understanding of how and why historical epidemics have occurred and what we can do to manage and perhaps prevent current day epidemics.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify the causes and effects of historical disease outbreaks, especially the Black Plague in Europe.
• At Level 2, the student is able to:
  • Apply this information to modern day outbreaks.
• At Level 3, the student is able to:
  • Design a campaign tool to bring increased public awareness to the prevention of potential outbreaks.

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology.
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications.
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

• A1 Design and conduct a scientific investigation
• A2 Scientists usually inquire about how physical, living or designed systems functions
• C3 Biological evolution
• C4 Interdependence of organisms
• C6 Behavior of organisms
• E1 Identify a problem or design an opportunity; evaluate the solution and its consequences
• E2 Science often advances with the introduction of new technologies
• F1 Personal and community health
• F4 Environmental quality

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who s information literate uses information accurately and creatively.
• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
• Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
• Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.