Interdisciplinary Lesson- Infectious DiseaseUnderstandings:

● Globalization: How diseases spread communities and countries● Life cycle of infectious diseases● Diseases play an important role in history● Even one person can have a tremendous affect on the community. “Patient zero”

Concepts:

● disease● globalization● historical impact● mutations● community protection● ways of controlling diseases● many are eradicated in the US, but still active in other parts of the world

Knowledge & Skills:● What is Yellow Fever?● How does a person contract and transmit Yellow Fever?● What are the symptoms of Yellow Fever?● Who is at risk of contracting Yellow Fever?● How can the spread of Yellow Fever be prevented?● What are important outcomes of the outbreak of Yellow Fever?● How do diseases travel?● What are major historical events caused by infectious diseases?● How has the disease that you are researching affected populations?● How did your disease travel?● What are important facts about your disease?● What is chronological order?● What threat do diseases pose today?● What is a Graphic Novel?● How to search for actual photos of cells and diseased cells.● How to communicate through art ways to protect yourself.● How to communicate to others about your vision.● How to create and manipulate a “normal” cell to become a new strand.● The ability to imagine a story around a new strand of a disease.

Standards:

English:● CE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a

story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works

● CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, reader's theatre, literature circles, illustration, writing in a character's voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

● CE 3.2.4 Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).

● CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.

● CE 1.5.4 Use technology tools (e.g., word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).

● CE 1.4.7 Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).

● CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

● CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.

● CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

● CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

● CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose,

while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

● CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning-drawing on response from others, self-reflection, and reading one's own work with the eye of a reader; then refine the text-deleting and/or reorganizing ideas, and addressing potential readers' questions.

● CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.

● CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.

● CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.

History:● K1.4 Understand historical and geographical perspectives.● K1.8 Apply social studies concepts to better understand major current local,

national, and world events, issues, and problems.● P1.1 Use close and critical reading strategies to read and analyze complex

texts pertaining to social science; attend to nuance, make connections to prior knowledge, draw inferences, and determine main idea and supporting details.

● P1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose.

● P2.3 Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively.

● WHG5.2.1.a Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the Columbian Exchange in the late 15th and 16th centuries by describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries

● WHG5.2.1.b Explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies

Biology:

● B1.1A Generate new questions that can be investigated in the laboratory or field.● B1.1B Evaluate the uncertainties or validity of scientific conclusions using an

understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

● B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).

● B1.1D Identify patterns in data and relate them to theoretical models.● B1.1f Predict what would happen if the variables, methods, or timing of an

investigation were changed.● B1.1h Design and conduct a systematic scientific investigation that tests a

hypothesis. Draw conclusions from data presented in charts or tables.● L2.p1C Describe growth and development in terms of increase in cell number,

cell size, and/or cell products. (prerequisite)● L2.p1E Compare and contrast how different organisms accomplish similar

functions (e.g., obtain oxygen for respiration, and excrete waste). (prerequisite)● L2.p4A Classify different organisms based on how they obtain energy for growth

and development.● B2.3A Describe how cells function in a narrow range of physical conditions, such

as temperature and pH (acidity), to perform life functions.● B2.4h Describe the structures of viruses and bacteria.● B2.4i Recognize that while viruses lack cellular structure, they have the genetic

material to invade living cells.● B2.r6b Explain that complex interactions among the different kinds of molecules

in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones. (recommended)

● B3.5A Graph changes in population growth, given a data table.● B3.5B Explain the influences that affect population growth.● B3.5C Predict the consequences of an invading organism on the survival of other

organisms.

Art:● ART.I.VA.HS.1 Apply materials, techniques, media technology, and processes

with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

● ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas.

● ART.I.VA.HS.4 Be involved in the process and presentation of a final product or exhibit.

● ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

● ART.II.VA.HS.5 Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.

● ART.II.VA.HS.6 Create media productions that demonstrate knowledge, contexts, values, and aesthetics.

● ART.III.VA.HS.1 Analyze the effectiveness of selections in communicating ideas and reflect upon the effectiveness of choices.

● ART.III.VA.HS.2 Identify intentions of artists, explore the implications of various purposes, and justify analyses of purposes in particular works.

● ART.III.VA.HS.3 Describe how expressive features and organizational principles cause responses.

● ART.III.VA.HS.4 Reflect upon the characteristics and assess the merits of one’s personal artwork.

● ART.IV.VA.HS.1 Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

● ART.IV.VA.HS.2 Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

● ART.V.VA.HS.3 Compare the materials, technologies, techniques, and processes of the visual arts with those of other arts disciplines as they are used in creating and types of analysis.

● ART.V.VA.HS.4 Compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

●Empowering Students:

Reflecting our belief in an inquiry-based curriculum, our students will be invited to

plan their curriculum in a variety of ways. In all content areas, students will be

empowered to select the infectious disease of their choice based on interest,

background knowledge, and materials available.

In English Language Arts, students will help create the rubric and/or expectations

for the infectious disease research paper. Journaling and several other

creative/independent writing assignments provide several opportunities to use

independence, creativity, and choice. For example, students have the option of creating

their own RAFT writing assignment or using one of the RAFT writing ideas provided.

Students will also be writing a reflection/evaluation of the unit and the Infectious

Disease Fair to provide feedback to instructors. What did they like or dislike? What did

they learn? What was beneficial? What should be changed for future units? How well

did they present their ideas? What would they like to change or do over?

In biology class, the students will be invited to help with some of the planning

process of their curriculum. We believe it is important for the teacher to set guidelines

for the students, yet it is important that the students feel that they can have ownership

over their own learning. Here are a few examples of how the students will be able to

choose in which they will learn. During the microscope lab, the students will be able to

choose which cells they would like to look at and then draw. The students will also be

able to choose which infectious disease they would like to research in each of the

content areas. Lastly, the students will be able to choose what they would like to

include in their project for the Infectious Disease Fair.

Within the history unit, the students will have choice in their research projects.

They will be able to choose their own groups as well as the disease that they will

choose to study. The students will also make decisions within their unit as to what is

important. When creating their timelines, they will choose the information that they

believe is the most relevant to their topic. In the end of the unit, we are discussing

diseases other than Yellow Fever. At this point, the teacher will be able to find the

information that their students seem most interested in and tailor the lesson plans to

their classes. The teacher for the lessons must pay attention to their students in order

to help their students learn about the things they are most curious about.

In their art class, the students will have a choice to work in groups or by

themselves to research a disease and draw what that cell looks like; then the students

will be able to manipulate that cell into a new strand of that disease. The students will

then collaborate on a graphic novel and prevention poster which will be showcased at

the Fair.

Assessing and Evaluating the Student Experience and

Learning

In English Language Arts I will observe student class participation (CE 3.2.4 )

through a class checklist and written observations. In addition, I will collect and evaluate

the following materials through which students will demonstrate their learning:

background information worksheets (CE 3.2.4), vocabulary sheets (CE 2.1.3), Venn

diagram/double bubble (CE 3.2.5), Exit slip/journal entry (CE 3.2.5), found poem (CE

1.5.1), Entrance slip (CE 3.2.4), Written discussion (CE 3.2.4), RAFT (CE 3.2.5, CE

1.5.1, CE 1.1.3, CE 1.1.4), Multi-flow Map showing cause and effect (CE 3.1.3), Rough

and Final drafts of research project (CE 1.1.1 , CE 1.1.2, CE 1.1.3, CE 1.1.4, CE 1.1.5,

CE 1.1.6 , CE 1.1.7 , CE 1.1.8 , CE 1.4.7, CE 1.5.4), Final reflection and evaluation of

unit and infectious disease presentation (CE 1.5.1, CE 1.1.3). These materials will be

assessed in a variety of ways including finished/not finished, a letter grade or points

based on student-teacher agreed criteria and/or rubric.

The research paper will synthesize the research and work done in science, art,

and history classes. In science they will research bacteria, viruses, and the spread of

diseases that will provide a sound research foundation for their reports. In art they will

find the artwork that represents the disease that they are studying. Finally, in history

they will be researching the timeline and the patterns of movement of that same

disease. In English we will take the information gleaned from this work and create a

research paper which will be presented at the Infectious Disease Fair. The students and

I will agree upon a set of criteria and/or a rubric by which they will be graded.

In biology students will demonstrate learning in a few different ways. They will

have some formative assessments throughout each class period. This might be a lab

where the students need to identify objects under the microscope and then be able to

draw the correct object on their lab report. It could also be an exit slip that shows the

students and myself what they understand and what we need to cover again. The last

formative assessment will be the review day when we will use clickers during a game of

Jeopardy. This is giving the students immediate feedback on what they understand and

what they need to spend more time studying.

Another form of assessment would be a summative assessment. The students

will be given a quiz covering bacteria and viruses throughout the unit. There will also be

a unit test at the end of the three weeks and a final Infectious Disease Fair. At the fair,

the kids will be able to show off their projects and papers that they have put together

throughout the unit. These summative assessments will help to prove that the students

have succeeded in learning the content standards.

I will know that my students are accomplishing the goals set for them by looking

at their formative assessments taken throughout the unit. This could be a worksheet,

literacy strategy, or exit slip.

The students are held accountable to assess themselves by looking at the

formative assessments given throughout the unit and these are used to provide

feedback to the kids before they take their summative assessments. The kids will be

able to assess their classmates by giving feedback to each other during the microscope

lab and also grading each other on the projects presented during the fair at the end of

the unit.

The students in history class will demonstrate their learning of the

understandings in their small group and class discussions, in their assignments (such

as the pamphlet), in the questions they ask in class, and in their research projects.

Their ability to have class discussions and ask questions will show their understanding

of the materials presented to them by their teacher as well as their own readings. The

assignments and in-class activities will be used to help the teacher gauge the student

learning. Their research project will show their teacher that they are able to take their

learning one step further and work on a more individual level while they become an

“expert” on their particular topic. All of these activities will tie back to the

understandings of the unit.

The standards for this history unit are mostly from the general category. These

are standards that the students will be continuously dealing with throughout all four

years of high school. They will show their learning through their ability to communicate

their ideas, their ability to view different information and see multiple perspectives, and

their ability to find more information about a topic- such as in their research project.

I will know that my students are accomplishing the goals that I have set for

them mainly by the activity and interest level in my class. If the students are engaged,

interested, and posing their own questions, then I know that they are learning both the

material and the larger ideas that this unit consists of. Also, the other teachers and I will

need to remain in communication during the unit to see the crossover of one subject to

another. All four of our subjects have closely related topics of discussion; if the students

are able to take what they learn in science and apply it in history, and then take that

information to apply it to English, I will know that I have accomplished my goals and that

my students have learned.

The students will be responsible for assessing themselves and others largely in

the project phase. The students will be working in small groups with a single disease

that no other group has. They will assess the work that they are doing, and how their

group members are doing, as this process continues. They will also play a role in

evaluating and critiquing one another’s presentations at the Infectious Disease Fair.

In art class, the students will be assessed on their ability to complete the task as

well as a group discussion on their artwork. I will be able to see the students have

achieved the objective (ART.I.VA.HS.1;ART.I.VA.HS.2) as they work together to first

draw the cells then create the manipulations. The students will DEMONSTRATE their

knowledge with the creating of a Graphic Novel and they will be able to

COMMUNICATE their ideas when developing a “how to stay safe” poster. The students

will also EXHIBIT their favorite projects at the fair. Finally, the students will be able to

COMPARE the visual arts with the information they are learning in their English, history

and science classes.

Infectious Disease Unit Master Calendar

Monday Tuesday Wednesday Thursday Friday

English-Introduce Fever Unit: Coffeehouses, Background knowledge jigsaw, Model pre-reading Vocab sheet Ch 1-5

Science-Introduce Infectious Diseases

History-Anticipation guide and introduction to unit

Art-Review Graphic Novels. Read and Analyze

English-Chapters 1-5 due, Written Discussion,Read Benjamin Rush’s firsthand account, Vocab sheet 6-10, Think/ pair/ share, Class reading time

Science- Microscope Lab

History-Read aloud about Yellow Fever and graphic organizer over Yellow Fever information

Art-Introduction to Virus/Bacteria/DiseaseComputer Research for Photos and Illustrations of the diseases

English- English- Ch. 6-10 due, Pre-reading Vocab sheet 11-16, Think/ pair/ share, Class reading time

Science- Lab Practial, Set up Bacteria Experiment

History-Magnet summaries of article and create a pamphlet about Yellow Fever

Art-Continue ResearchChoose of Specific Disease

English-Ch. 11-16 dueRead Mask of the Red Death by Edgar Alan Poe. Compare/contrast w/Venn diagram or double bubble the epidemic in the story to that of 1773, Vocab sheet 17-21 Think/ pair/ share, Class reading time

Science- Bacteria Stations

History-Use website to create timeline of major events tied to Yellow Fever

Art-Create own version/mutation of the diseased cell

English- English- News article dueExit slip / homework:What are the symptoms of yellow fever? Write or type a journal entry detailing a fictional event when someone you love contracts the disease.Science- Guest Speaker

History-Speaker from Washington Medical Center

Art-Speaker

English- Ch. 17-21 due, Journal entry due, Pre-reading Vocab sheet 22-25, Think/ pair/ share, Make found poem from journal entry, Thank you letter to guest speaker, John Pottington, Class reading time

Science- Quiz-BacteriaVirus StationsHistory-Discuss the

English- Ch. 22-25 dMicroscope Labue, Entrance Slip: What events concern you the most from the story? Written Discussion Vocab sheet 26- Epilogue Think/ pair/ share, Class reading time

Science- Infectious Diseases Webquest

History-Begin the research project

English- English- Ch.26-Epilogue due,RAFT,may be finished for homework if necessary

Science- Research diseases in computer lab

History-Continue work on the research project. Students will fill out an exit slip on the way out of class.

English- Submit RAFT, Students create multi-flow map in small groups to show the causes/events preceding the yellow fever epidemic and the effects. Pair groups to come to a consensus, share,Introduce Research project and criteria, Students help to create criteria or rubric

English- Model outline, students outline theirresearch,Complete outline for homework

Science- Work day in classroom on 3-D models Virus Quiz

History-Continue work on the research project. Students will be creating timelines, maps, and visual aids

transmission of Yellow Fever and map how it traveled throughout the United States

Art-Graphic Novel with Mutations

using double entry journals as students read their sources.

Art-Work on Graphic Novels

Art-Conference with 1/3 of students to check progressWork Day for Others

Science- Continue Researching diseases in computer lab

History-Continue work on the research project. Students will be creating timelines, maps, and visual aids

Art-Conference with 1/3 of students to check progressWork Day for Others

Art-Conference with 1/3 of students to check progressWork Day for Others

English- Model RD, Students write RD on laptops, RD and Revising for homework

Science- Virus (AIDS) Admission Activity

History-Discuss the childhood song, “Ring Around the Rosy” and provide students with two different explanations. They will have to debate their side.

Art-Create Posters to help students stay safe

English- Field trip to the infectious disease museumRD and revising for homework

Science- Field Trip to Museum (Science Museum of the National Academy of Sciences)

History-Field trip

Art- Field Trip

English- Paper should be submitted to turnitin.com before class, Peer revise/ edit the paper received from turnitin.com

Science- Jeopardy Review

History-Students will create entrance slips discussing how diseases have affected history and will then learn more about black death and smallpox.

Art-Finish Posters

English- Final Draft due

Science- Final Unit Assessment

History-Written discussions about how diseases affected history and unit wrap up.

Art-Art Show within Class: Students Choose their Favorite Piece for the Fair

English-Infectious Disease Fair, students will meet together to share research projects, graphic novels and posters. Students will evaluate and critique one another’s work, Written reflection/ evaluation of unit Science- Infectious Disease Fair

History-Infectious Disease Fair

Art- The FAIR

ELA Day 1: The Role of Coffeehouses

Anticipatory Set: Have a few tables in the front of the room with small snacks

and coffee. Allow students to get a cup of coffee and a snack as they enter the room.

Once everyone has a cup of coffee and something to snack on, begin asking students

what the purpose of coffee shops are. Push them to think about what activities take

place at coffee shops like Starbucks, Barnie’s Coffee, Seattle’s Best, or other coffee

shops in your community (internet usage, community/group meetings, friends gathering

to catch up, music/entertainment, etc).

Literacy Strategy: Introduce background knowledge activity. Use the jigsaw

reading strategy. Have students turn to the appendix in the back on the book. These

pages will provide students with the necessary background knowledge need to

understand Philadelphia in the time period the book takes place.

Place students into small groups of two or three. Hand out the guided reading

notes. Assign each group 2-4 sections, depending on the number of students in your

class. Instruct each group to read the sections they are assigned and fill in the

information needed on their guided reading sheet.

Once all the groups have finished their portion of the reading and guided notes,

allow groups to go to the front of the class to present their information. Each group

should give a short summary of what they read and then guide the class in filling in their

guided notes for that portion.

Introduce pre-reading vocabulary sheet for chapters 1-5. Work through sheet as a class

to model expectations, using background knowledge and context clues.

Based on: Copyright 2007 Teacher's Pet Publications, Inc

VOCABULARY Chapters 1-5 Fever 1793

Part I: Using Prior Knowledge and Contextual Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what you think the underlined words mean on the lines provided. 1. Instead he jumped on Mother’s quilt and prepared to pick apart his breakfast. Mother’s best quilt. Mother abhorred mice.______________________________________________________________________________2. I could see the masts of the ships tied up at the wharves on the Delaware River.______________________________________________________________________________3. If not for Eliza’s fine victuals, and the hungry customers who paid to eat them, we’d have been in the streets long ago.______________________________________________________________________________4. “I bet she’s dawdling by the forge,” I said, “watching Matthew work with his shirt collar open.”_____________________________________________________________________________5. He tried to instill some military training in me.______________________________________________________________________________6. It’s the source of a deadly miasma, a foul stench, indeed.______________________________________________________________________________7. Mary Shewall died soon after of a bilious fever, and one could hardly fault her character._____________________________________________________________________________8. And do not let me hear of you loitering shamelessly in front of the Peale house._____________________________________________________________________________9. He snatched an apple from my basket and took a bite. The impudence._____________________________________________________________________________10. I would fish like a lady, with good posture and a demure manner.______________________________________________________________________________ Part II: Determining the Meaning Match the vocabulary words to their dictionary definitions. ___ 1. abhorred A. the workshop of a blacksmith___ 2. wharves B. extremely unpleasant or distasteful in regards to sickness___ 3. victuals C. landing places where ships may tie up and load or unload___ 4. forge D. poisonous fumes or germs polluting the atmosphere___ 5. instill E. lingering aimlessly; hanging about with no purpose___ 6. miasma F. shy, modest, coy, or reserved___ 7. bilious G. detested utterly; loathed; hated___ 8. loitering H. the quality of being offensively bold; nerve; rudeness___ 9. impudence I. to gradually put something into someone’s mind or feelings___ 10. demure J. food fit for humans to eat

Copyright 2007 Teacher's Pet Publications, Inc

Background Knowledge Activity Did the epidemic really happen?• The epidemic of yellow fever started in _________________________.• In __________ months, yellow fever killed _______ percent of Philadelphia’s population.• Thousands of people ___________ the city to escape the disease. Battle of the Doctors• Both the __________________ and the _________________ had not been invented for doctors to use at this time.• At the start of the yellow fever epidemic about ________ doctors were practicing medicine inPhiladelphia. Not all of them were properly trained.• Some people followed Dr. _____________. He gave people mercury, calomel, and jalap tomake people throw up, hoping to rid their body of disease. He also drained _____________from people’s bodies to rid them of the disease. Many people think that his methods actually_________________ many of his patients.• Other people believed the ______________ doctors knew how to treat yellow fever. Theyprescribed rest, fresh air, and lots of fluids. That was and still is the __________ way to treatyellow fever. Take Two Sponges and Call Me in the Morning• In a desperate move to cure a disease they knew little about, people would soak sponges in________________ and stick them up their noses. They also used _______________ to washtheir hair and clothes in. Several even drank it. People hoped this strong liquid would kill allthe germs from yellow fever.• _____________ and _____________ were shot in the streets in hopes of clearing the air ofdisease.• Beds were ____________________________ and then dug up in an effort to kill the disease.• None of these methods worked. People kept getting sick until the _______________ killed offthe ________________ that spread yellow fever.

Where are they buried?• Some people are buried in churchyards and cemeteries, but most lie buried________________ in Washington’s Square. The Balloon• The first hot air balloon was launched in ___________________ in the city of Philadelphia.• Everyone in the city stopped what they were doing to watch. The wind blew the balloon___________ miles, making this a very successful scientific experiment. The launch ofanother flight in the hot air balloon was ruined because of the _________________________epidemic. The Amazing Peale Family• The Peale family was a real family, although Nathaniel Benson is a fictional character. Thefamily was known as “______________________________________________________.”• Peale not only had an interest in art; he opened the first ______________________________museum in his home in the 1780s.• The two famous explorers, ___________________ and _____________________ donatedmany items from their journey to Mr. Peale. Free African Society• The Free African Society was founded in __________________ by __________________ and________________________, who were both born as slaves.• The Free African Society was a mutual aid organization devoted to helping_______________, ______________, or ___________________ African Americans.• It was also dedicated to abolishing _____________________.• During the yellow fever, members of the Free African Society worked to care for all fevervictims. After all the charitable work the Free African Society did during the epidemic, theywere attacked in a _____________________ written by _________________. He accusedthem of overcharging for burials and stealing from the sick.• All the accusations were _______________. In response to the attack, the Free AfricanSociety published their own pamphlet called _______________________________________,which described what the African Americans had done to help their fellow citizens during theepidemic.

Coffeehouses• Coffeehouses were very popular in this time period. People gathered in them to__________________________, ___________________________, and_______________________________________.• Owning and running a coffeehouse was a ________________________ business for a widow.• The most famous coffeehouse in Philadelphia was called the ____________________.Several important figures of the time met here frequently. The French Influence• The French sent money and aid to help the Americans in the _______________________.• By 1793 the French had several problems of their own. America remained _______________,but many Americans supported the French.• Many refuges from France came to America, making French _____________ and______________ very popular.• During the epidemic the ______________ doctors had the most effective treatments.

Copyright 2007 Teacher's Pet Publications, Inc 89

ELA Literacy Strategy: Fever 1793 Writing Assignment – RAFT

Directions: Select one of the following writing situations to use as the topic for your essay or create one of your own, provided you get approval from the teacher.

RoleThe voice you

AudienceWho you are writing

FormatThe form your

Topic/TaskYour purpose for

takeon as a writer; thisis the perspectiveyou are writing from

to; this is the personthat will be readingwhat you write

writing will take; thisis the type of writingyou will complete

writing; this is thecontent or reason foryour writing

Dr. Rush To a close friend Letter

Talking about the state of Philadelphia and the fever victims; talking also about his role is helping people

Matilda’s Mother Matilda Speech

Telling her daughterhow proud she is of all she overcame andaccomplished

Nell Herself Journal Entry

Describing her lifewhile her mother wassick and her life sincefinding Matilda

Woman in charge oforphanage

Mayor/TownOfficials

Newspaper Article

Talking about the state of the orphanage; what needs to be done

Reverend Allen,

organizer of the FreeAfrican Society ofPhiladelphia

Speech

Discussing the role the Free African Society played during the epidemic; talking about why his society chose to help; react to how that help was viewed

Mrs. Flagg from Bush Hill

President GeorgeWashington

Letter

Describing the changein Bush Hill sinceStephen Girard tookover; best treatmentsfor the fever; update on status at Bush Hill

Copyright 2007 Teacher's Pet Publications, Inc 89

ELA References

Farrell, J. (2005). Invisible enemies: Stories of infectious diseases. New York, NY:

Farrar, Straus, Giroux.

Goldsmith, C. (2006). Invisible Invaders: Dangerous infectious diseases. Minneapolis,

MN: Twenty-First Century Books.

Halse Anderson, L. (2000). Fever, 1793. New York, NY: Simon & Schuster.

Moore, P. (2007). The little book of pandemics: 50 of the world's most virulent plagues

and infectious diseases. New York, NY: Collins.

Poe, E. A. (1842). Mask of the Red Death. In The Literature Network. Retrieved April

2, 2011, from http://www.online-literature.com/poe/36/

Rush, B. (1794). An Account of the Bilious Remitting Yellow Fever, as it Appeared in

the City of Philadelphia, in the Year 1793. In Their Own Words. Retrieved April 1, 2011,

from http://deila.dickinson.edu/theirownwords/context/0020.htm

Turkington, C. (2007). The A to Z of infectious diseases. New York, NY: Checkmark

Books.

Yellow Fever. (2009, March 3). In NHS - Choices. Retrieved April 1, 2011, from

http://www.nhs.uk/Conditions/Yellow-fever/Pages/Introduction.aspx

BIOLOGY SCHEDULE

Monday Tuesday Wednesday Thursday Friday

1

Introduce Infectious Diseases using pictures of diseases.** Written Discussion-Students will write down whatever comes to mind when they see pictures of the diseases. They will then switch papers with a partner and comment/give feedback to partner’s ideas.

Watch United Streaming VideoUnderstandingBacteriaUnderstanding Viruses

2

Microscope LabLook at Viruses andBacteria-Students give feedback to each other’s lab drawings.

**Similarity/Difference Table of Viruses andBacteria - Students will make a chart listing the similarities and difference between viruses and bacteria after looking at them under the microscopes.

Brainstorm How to Culture Bacteria. What areas have most bacteria?Choose an area to get a sample from.

3

Lab Practical Assessment covering Microscope Lab

Set up experiment.Form a hypothesisBegin experiment

4

Introduce bacteria information - Stations:What is bacteria?What does it look like?What is the life cycle of bacteria?How can it affect other organisms?How is it transmitted?What are some symptoms of bacterial infections?

HW: Bacteria Worksheet

5

Guest Speaker - Dr. Paul PottingerAsst. Prof. of Medicine & Infectious Diseases at the Univ. of Washington Medical CenterWent to Yale Univ. for Medical School

** Students bring questions to ask.** Students write down questions as they go

**Represents Literacy Strategies

6

Bacteria Quiz Introduce Virus information -Stations:What are viruses?What does it look like?What is the life cycle of viruses?How can it affect other organisms?How is it transmitted?What are some symptoms of viral infections?

7

Computer LabInfectious Disease web quest

8

Computer LabResearch the Infectious Disease that was chosen in Art Class.

**Exit Slip - Students will answer some questions and mark off a checklist at the end of the day to make sure they are on the right track and are meeting the lesson’s goals.

9

Computer LabContinue researching Infectious Disease

**Exit Slip- Students will answer some questions and mark off a checklist at the end of the day to make sure they are on the right track and are meeting the lesson’s

10

Work DayMake 3-D model of Virus or Bacteria

Virus Quiz

HW: Viral Worksheet

goals.

11

Picture of family with an AIDS child** Students list ideas, comments, feeling from looking at the picture

Virus Admission Activity

12

Field Trip to Museum- Science Museum of the National Academy of Sciences

13

Jeopardy Review w/ Clickers

Prepare for Infectious Disease Fair

14

Infectious Disease Unit Assessment

15

Infectious Disease Fair - Students assess each other’s projects.

BIOLOGY References

Biggs, A., Hagins, W. C., Holliday, W. G., Kapicka, C. L., Lundgren, L., MacKenzie, A. H., &Geographic, N.

(2007). Biology (pp.

514-539). New York, NY: Glencoe Sciences.

Holt, ., Rinehart, ., & Winston, . (2002). Human Body Systems and Healther (pp. 214-235). Austin, TX: Holt

Science &

Technology.

Massengale, C. (2011). Growing Bacteria. In Biology Junction. Retrieved March 22, 2011, from

www.biologyjunction.com

Oyler, J., & Stuart, S. (n.d.). Disease Investigation. In Disease Webquest. Retrieved March 22,2011, from

http://lshs.leesummit.k12.mo.us/lshsmedia/LMC/Special%20Projects/OylerDiseases.htm

Science Museum of the National Academy of Science. (2011). In National Academy of Sciences. Retrieved March

22, 2011, from http://www.koshland-science-museum.org/exhib_infectious/

Understanding Bacteria. (2005). In Discovery Education. Retrieved March 22, 2011, from

http://streaming.discoveryeducation.com/

Understanding Viruses. (2005). In Discovery Education. Retrieved March 22, 2011, from

http://streaming.discoveryeducation.com/

History Unit Plans

Introduce infectious diseases unit

Background knowledge: What do students know about infectious diseases?

Anticipation Guide: In order to prepare the students for upcoming unit, I will begin our lesson by asking them several questions about infectious diseases that relate to history, such as diseases play an important role in history: true or false. It is important that the students engage and examine their prior knowledge to prepare for the new information

Background knowledge: What is Yellow Fever?

Read Aloud: by teacher.Article: http://www.eyewitnesstohistory.com/yellowfever.htm

Have students read two articles with a partner and fill out the graphic organizer with their informationhttp://www.cdc.gov/ncidod/dvbid/yellowfever/

http://www.who.int/mediacentre/factsheets/fs100/en/

Share the history of Yellow Fever:

Students will read the following article and will create a magnet summary for it. Then they will pair up with small groups and share their summaries.

http://xroads.virginia.edu/~ma96/forrest/ww/fever.html

Students will make a pamphlet to teach people of Philadelphia about the disease and to help clear up the confusion of the time.

What effects did Yellow Fever have on the citizens of the United States?

As a class, create a timeline* on the bulletin board using the PBS website as well as other information to find information about what happened when.http://www.pbs.org/wgbh/amex/fever/peopleevents/e_philadelphia.html

*The students will compile information from the PBS website that they find important to the history of Yellow Fever. They will then put the information into chronological order and use that order to create a bulletin board in the classroom. This is

Speaker coming: Dr. Paul Pottinger from Washington Medical Center.

they will be introduced to.

Introduce focuses of the unit:*How do diseases travel*How have diseases affected history

one form of a graphic organizer.

Movement of diseases:Discuss the transmission of yellow fever. How did yellow fever travel? Power Point complied by teacher from various sources. Students will follow along with the power point marking notes on their map (this is modeling for the upcoming project)

Begin research project: Students will research another disease in small groups and will map how it has traveled and create a timeline of the major events created by the disease.The students will keep a double-entry journal to help them keep track of their notes and any questions that they have as they complete their research. This project will be a co-curricular project along with the English classes. In history, the students will work on research and will create a timeline, map of the disease’s progression, and a visual aid for the infectious disease fair.

Students will have time to continue their research, work on their timelines, create their maps, and develop their visual aides Exit Slip: What are three interesting facts you have learned about your disease? The students will be asked to answer a short question at the end of the hour. The teacher will use their answers to verify that the students are moving along in their research and are on the right track.

Students will have time to continue their research, work on their timelines, create their maps, and develop their visual aides

Students will have time to continue their research, work on their timelines, create their maps, and develop their visual aides

How have diseases changed history? Students will listen to the song “Ring around the Rosy” and will brainstorm ideas of how this connects to infectious diseases Discuss the song “ring around the rosy” and its beginningsThe class will be split in half. Half of the class will receive the article saying that the rhyme does discuss the black death; the other half will receive the article saying that the rhyme has nothing to do with the disease. The students will then participate in Think/Pair/Share- first with people who read the same article, then with the other side.http://www.rhymes.org.uk/

Field Trip to Museum How have diseases changed history? Entrance Slip: How have diseases changed history? The teacher will create a power point informing the students about both smallpox and black death and their historical effects, as well as the threat (or lack there of) that they pose today (biological weapons; Botox). http://www.boisestate.edu/courses/westciv/plague/ http://www.bt.cdc.gov/agent/smallpox/index.asp http://urbanrim.org.uk/diseases.htm

How have diseases affected history? The students will participate in written conversations about the topic “How have diseases affected history” in small groups. Then after several trades, they will be able to discuss what they wrote. Finally, we will come together as a class to discuss what they wrote, the topic, and wrap up the unit including a discussion about what they discovered in their research about how their diseases traveled and important outcomes of their diseases.

Infectious Disease Fair Students will meet together to share their research projects, graphic novels, and posters. Students will evaluate and critique one another’s work.

ring_around_the_rosy.htm http://www.snopes.com/language/literary/rosie.asp The class will end with a debate over whether they believe the rhyme is about the black death or not.

History Resources:[Body outline] [Clip art]. (n.d.). Retrieved from

http://sites.google.com/site/hannaswebquest/Home/task/the-process/product Daniels, H., & Zemelman, S. (2004). Subjects Matter: Every Teacher’s Guide to Content Area

Reading. Portsmouth, NH: Heinemann. Emergency preparedness and response: Smallpox. (n.d.). Retrieved March 22, 2011, from

Centers for Disease Control and Prevention website: http://www.bt.cdc.gov/agent/smallpox/index.asp

[Free blank outline maps of the United States] [Map outline]. (n.d.). Retrieved from

http://geography.about.com/library/blank/blxusa.htmKnot, E. L. S. (n.d.). The Middle Ages: The black death. Retrieved March 22, 2011, from History

of Western Civilization, Boise State University website: http://www.boisestate.edu/courses/westciv/plague/

People & events. (2006, September 29). The great fever. Retrieved March 22, 2011, from

American Experience, PBS website: http://www.pbs.org/wgbh/amex/fever/peopleevents/e_philadelphia.html

Rajshri. (2008, February 28). Nursery rhymes-ring-a-ring-a-roses [Video file]. Retrieved from

youtube.com database. Ring around the rosie. (2007, July 12). Retrieved April 12, 2011, from

http://www.snopes.com/language/literary/rosie.asp

Ring around the rosy rhyme: Origins of ring around the rosy in English history. (n.d.). Retrieved April 12, 2011, from Nursery rhymes lyrics, origins and history website: http://www.rhymes.org.uk/ring_around_the_rosy.htm

The diseased city. (n.d.). Retrieved March 22, 2011, from American Studies at the University of

Virginia website: http://xroads.virginia.edu/~ma96/forrest/ww/fever.html TheKARAOKEchannel. (2009, July 13). Ring around a rosy in the style of traditional karaoke

with lyrics [Video file]. Retrieved from youtube.com database. Williams, B. (1997). Infectious diseases in history: A guide to causes and effects. Retrieved

March 22, 2011, from Urban Rim website: http://urbanrim.org.uk/diseases.htm Yellow Fever attacks Philadelphia, 1793. (n.d.). Retrieved March 22, 2011, from Eyewitness to

History website: http://www.eyewitnesstohistory.com/yellowfever.htm Yellow Fever. (2007, November 2). Yellow Fever. Retrieved March 22, 2011, from Department

of Health and Human Services, Centers for Disease Control and Protection website: http://www.cdc.gov/ncidod/dvbid/yellowfever/

A general World History text book to support other sources

Art Unit Plan

Day 1 Review graphic novels, What they are. Where they have come from, and What they are used for.Day 2 Introduction to the Disease Cells- Computer Lab search for photos of cells and what they look like:

Day 3 After research is completed the student will choose a disease/virus to use for their project, the students will download as many photos of the cells as possible to get a good view of what it looks like.

Day 4 Students will take this day to create their own version of the Diseased cell. Using whatever medium they choose. IE- Paint, Pencil, Chalk, Clay, Photography.

Day 5SPEAKER

Day 6 Using their creations the students will start to work on a Graphic Novel that will revolve around their mutations of a diseased cell. They will have the choice to work alone or in collaboration with classmates. Day 7Continue to work on graphic novels

Day 8-10 I will be assessing students progress by having one on one conferences with them. The rest of the students will take this time to continue to work on and finish their graphic novels.

Day 11 Now students will have the opportunity to create a poster to advise other students how to stay safe from their mutations.

Day 12

Field Trip

Day 13 The students will have this day to Finish all projects.

Day 14 ART SHOW within class, the students will take this opportunity to showcase their work. Through discussion and explanation the students will then choose one of their projects to be showcased at the fair.

Day 15 Fair

Art Resources:

Unknown Author. Around the world with Capt'n Eli. Retrieved from http://www.captneli.com/lessons/

Columbia University Libraryhttp://library.columbia.edu/eguides/graphic_novels.html

Tychinski, Stan. A brief history of the graphic novel (web log post). Retrieved fromh ttp://web.archive.org/web/20080603041720/http://

www.graphicnovels.brodart.com/history.htm

Google Images (2011) Swine Flu. Retrieved fromhttp://www.google.com/images?

hl=en&biw=922&bih=376&gbv=2&tbm=isch&sa=1&q=Swine+Flu&aq=f&aqi=& aql=&oq=swineflu

Google Images (2011) Plague. Retrieved fromhttp://www.google.com/images?

hl=en&biw=922&bih=376&gbv=2&tbm=isch&sa=1&q=plague&aq=0&aqi=g10 &aql=&oq=Plague

Google Images (2011) Cartoon Germs. Retrieved fromhttp://www.google.com/images?

hl=en&biw=922&bih=376&gbv=2&tbm=isch&sa=1&q=Cartoon+Germs&aq=f& aqi=g3g-m4&aql=&oq=cartoongerms