Health Care

Title: Health Care

Author: Sarah White

Grade Level: 10 -12

Subject/Content: Social Studies (Government, Global Studies, Current Issues)

Summary of Lesson: Students will research options for public and privately funded healthcare and use their research to take part in a Town Hall Meeting.

Focus Question: How should the United States government deal with the issue of health care for citizens?

Databases(s): Opposing Viewpoints Resource Center

Procedures:

Steps/Activities by teacher:

1. Arrange for student access to the Gale Opposing Viewpoints Resource Center database.
2. Put students in groups of 3 - 4 for research and debate.
3. Assign each group 1 view on the health care debate to support. (See article list for some of the main viewpoints)
4. Infomark the following articles (or allow student to conduct independent research). More information and directions on how to use InfoMarks can be found at http://www.gale.com/infomarks/.)
1. “America’s Health Care System Is Not in Crisis” by Irwin M. Stelzer
2. “An Employer-Based Solution Is the Best Answer for the Uninsured” by Harry M.J. Kraemer, Jr.
3. “The Federal Employee Health Benefits Program Is a Model for Health Care Reform” by Eric B. Schnurer
4. “The Free Market Will Improve the Managed Care System” by Stephen Chapman and Michael W. Lynch
5. “The Government Should Encourage Individually Owned Health Insurance” by Sue A. Belvins
6. “Medical Savings Accounts Are the Best Answer for the Uninsured” by J. Patrick Rooney and Jerry Geisel
7. “Medical savings Accounts Will Not Improve the Health Care System” by Jonathan Cohn and Edward Kennedy
8. “Reforming Health Care Financing Is the Best Answer for the Uninsured” by Sara J. Singer
9. “The United States Should Adopt National Health Insurance” by David DeGrazia
10. “Universal Health Care is Not the Best Solution for the Uninsured” by L. Dean Forman
11. “Universal Health Care Is the Best Solution for Uninsured Americans” by Robert L. Ferrer
5. Provide class time for Town Hall Meeting and facilitate discussion. Have prompt questions ready.
6. Facilitate Town Hall Meeting. Begin by allowing each group to read their summary and supporting reasons. Then allow groups to ask and respond to questions from one another.
7. The teacher may award points based on individual or group performance in the discussion.

Steps/Activities by student(s):

1. Divide articles among group members. Read and take notes on your assigned articles.
2. Create a list of benefits of the system you are supporting.
3. Create a list of questions for other groups.
4. Create a list of questions other groups might ask about your plan. Brainstorm answers to these questions.
5. Write a summary of your plan and reasons why this plan is good.
6. Take part in Town Hall Discussion.

Outcome: Students will take part in a civic discussion on the issue of health care coverage in the United States.

Related Activities: Students may contact the representatives advocating a policy or write an individual follow up to the Town Hall Meeting detailing their personal opinion.

Standard Date: July 25, 2006

Content Standard(s):

• Prepare a public policy paper and present and defend it before an appropriate forum in school or community.
• Apply knowledge of production, distribution and consumption in the analysis of a public issue such as the allocation of health care or the consumption of energy, and devise an economic plan for accomplishing a socially desirable outcome related to that issue.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify the benefits of their assigned health care plan.
• At Level 2, the student is able to:
  • Evaluate their assigned plan when compared to different health care plans.
• At Level 3, the student is able to:
  • Choose which plan they feel is best and defend it using research.

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.

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.