In this lesson, students read about the worldwide AIDS epidemic and the prevalence of AIDS in Africa. A set of discussion questions is provided. In an associated activity, students will consider various options of how the U.S. could react to the AIDS crisis in Africa. Student groups will discuss the options and then role play a State Department meeting on the question of what to do.
Students will be allowed to select a partner and will be assigned a specific explorer from the age of exploration. Depending on the class, you can let the student select their explorer, but part of the idea is that each group has a different person to research as the projects will be presented to the class and help in the instruction and learning of each explorer. They will inherently be collaborating as they are working in pairs. They will be communicating their ideas, thoughts, and research by publishing their brochure and video for others across the grade level to see. Some will even be used as examples in future years. They are allowed nearly full creative power other than that they have to create a brochure on Canva. The critical thinking piece comes from doing their own research into the lives, explorations, and adventures of their explorer, deciding what is important and what they want to include, as well as how they will present their findings. They will also be tasked with identifying the impact that this explorer had on the world both during their time as well as how that impacts us today.
In this lesson, students learn about the plague that struck in the mid-1300s. Discussion questions are provided. In an associated activity, students evaluate and rank the severity of various catastrophes in modern societies.
Students will hear about the economic, political, and social impacts of disease. Students hear about the shifting role of the state when it comes to coping with epidemics. They will listen to renowned U.S historians discuss how people understand the causes and experiences of disease in their own time. The historians delve into the impact of smallpox in New York at the turn of the 20th Century, and explore how diseases ravaged camps of slaves behind Union lines during and after the Civil War. Segments can be listened to seperately.
In this lesson, students will explore the structure of the World Health Organization (WHO) and its role in the Ebola epidemic in West Africa and challenges they have faced in responding to the Ebola outbreak. Students will also identify what resources are needed to bring the epidemic under control and create a poster to help the WHO get more people involved in the effort to stop the Ebola epidemic.
Students will analyze the functions of federal, state, and local government. Students will examine the reasons for the different organizational structures of each government.
In this unit, students will begin by building their background knowledge in the area of child mortality and maternal health. They will use this knowledge to participate in a narrative research project, focusing on a case study and country of their choice. Finally, students will use this information to complete a Global Advocacy Project.
In this unit, students will develop an understanding of the fetal development process and the disparity of pregnancy conditions in developed and developing nations. They will use this knowledge to create a maternal health plan recommendation focused on improving care, nutrition, and/or well being.
In this lesson, students will be able analyze the domestic and global consequences of the Spanish Flu pandemic in 1918, understand why it was named the Spanish Flu as well as the measures that were taken by local governments and the medical community to curb the spread of the flu.