Disease

Title: Bioterrorism

Author: Sarah White

Grade Level: 9-12

Summary of Lesson: Students will learn about the steps taken to prevent a bioterrorist attack in the United States, focusing on post-September 11th events.  Students will evaluate the likelihood of such an event and the policies effectiveness and potential limiting of civil liberties.

Focus Question: How has the United States responded to the threat of bioterrorist attacks and what are the effects of these responses

Databases(s): Infotrac: Student Edition K-12

Procedures:

Steps / Activities by Teacher

• This lesson may be integrated with a Biology class studying bacteria and diseases or biotechnology, or may be taught in an independent social studies course studying terrorism, current events or government policies and civil liberties.
• Provide students with access to InfoTrac: Student edition K-12 through Gale databases. 
• Provide students with instructions and format for a classroom debate (depending on time, students may engage in a structured formal debate or the teacher may provide a less formal and shortened version which allows students to verbally express opinions).
• Provide students with a definition of bioterrorism.

Steps/Activities by student(s):

• As a class students will brainstorm a definition of bioterrorism.
• Students will read the article "Time Trip" from Current Events magazine found in InfoTrac: Student Edition K-12 to gain a basic knowledge of the history of biological warfare.
• Students will then read the following articles (all found in InfoTrac: Student Edition K-12):
  • "Bio-terrorism: We are prepared, but we can do better"
  • "The anthrax threat: are harmful microbes set to become the newest  weapons of war?"
  • "Homeland Insecurity: jittery Americans prepare for the worst"
  • "Combating biological weapons"
  • "Rough-and-tumble behind Bush's smallpox policy"
  • "Smallpox: could a deadly disease—declared eradicated on Earth—come back to haunt humans as a bioweapon?"
• As students read these articles they should take notes on the following information to help them prepare for a debate on this topic:
• How realistic is the potential for a biological attack?
• What steps has the United States taken to prevent and respond to a bioterrorist attack?
• What are some concerns people have expressed regarding these policies and laws?
• After completing their research students will be placed in pairs by the teacher and assigned one side of the debate to argue.  The debate is centered on the question "Does the government have the right to limit or take away civil liberties if an act of bioterrorism is suspected?"

Outcome: Students will be familiar with government policy to prevent and respond to a biological attack.  Students will also form an educated opinion on the effectiveness and potential pitfalls of these policies.

Related Activities: Students may read a novel centered on the idea of a epidemic or watch a movie on the same topic.

Standard Date: Approved

Content Standard(s):

• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare.
• Compare and analyze the ways nations and organizations respond to conflicts between forces of unity and forces of diversity.
• Explain and apply ideas, theories and modes of inquiry drawn from political science to the examination of persistent issues and social problems.
• Prepare a public policy paper and present and defend it before an appropriate forum in school or community.
• Evaluate various policies that have been proposed as ways of dealing with social changes resulting from new technologies, such as genetically engineered plants and animals.
• Formulate strategies and develop policies for influencing public discussions associated with technology-society issues, such as the greenhouse effect.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify the threats posed by bioterrorism.
• At Level 2, the student is able to:
• Identify the pros and cons of government legislation to protect against biological attacks.
• At Level 3, the student is able to:
  • Take and defend a position on laws that protect against bioterrorist attacks but may infringe on civil liberties.

Computer Literacy and Usage Standards 9-12:

• 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

• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.  
• Investigate and apply expert systems, intelligent agents and simulations in real-world situations.
• Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works.

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 is information literate uses information accurately and creatively.
• 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.