To download this Unit Plan as  PDF, click here.

To download the Rubric for this Unit Plan, click here.

Accompanying Assessment Plan: 7th Grade Social Studies Assessment Plan: Healthcare – The Good, The Bad, and The Ugly

Accompanying Lessons:

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Big Idea: Healthcare

Essential Question(s)

  • How do diseases spread?
  • How can diseases be prevented?
  • How do diseases impact a Community? Village? Country?
  • What are the consequences of an out-of-control disease? A controlled disease?

Standards:

  • CCSS
    • 7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
    • 7.8 – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
    • 7.2a – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • 7.2d – Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • 7.4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
    • 7.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • GLCEs
    • 7-H1.2.2 – Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
    • 7-W4.2.3 – The Plague –Use historical and modern maps and other evidence to explain the causes and consequences of the Plague.

Concepts/Understandings/Skills/Knowledge (Objective)

The learner will take on the persona of a medieval doctor or nurse attempting to educate villagers (classmates) about the causes, consequences, and rumors (or myths) of the plague by keeping a close medical record (journal) that details the locations of outbreaks and epidemics and lists any possible causes, symptoms, and consequences, writing a 1 page medieval medical journal (article) that summarizes his or her findings, creating a map that shows the progression of the plague, and giving a 3-5 minute medical seminar (presentation) on a rumor (or myth) about the plague and showing from research why the rumor (or myth) could be either true or false.

Final Unit Assessment

The purpose of this assessment is for each student to not only fulfill the requirements outlined by the GLCEs, but also to further develop researching, analyzing, synthesizing, and presenting skills, all of which are required for this assessment. Prior to this assessment, students will have had time to interact with primary and secondary sources from the plague and Medieval times to build background knowledge and set a foundation for their analysis and synthesis in their assessment. Once students have examined primary and secondary sources, they are responsible to research modern day sources (including but not limited to medical journals and maps) to synthesize their hypotheses from the primary and secondary sources. They will use this information to build their medical record and for writing their medical journal and for creating their map of the progression of the plague. Their medical seminar will be an evaluation of how well they apply and synthesize their knowledge of the plague to the rumors and myths that come with the plague.

Student Directions

You are a doctor or nurse in the medieval times. The plague has been raging across Europe and since it is a “new” disease, there are no official medical records on it and the villagers don’t know what to expect. Is it contagious? Will it overtake the town? If someone gets sick, can they recover? These are all questions that they are looking to you to answer.

You need to:

  1. Create an official medical record that includes possible causes, symptoms, consequences, and rumors (or myths) about the plague.
  2. Write a one-page medical journal that summarizes your findings and what you have written in your medical record.
  3. Track the progression of the plague; create a map to show the progression.
  4. Present at our Medical Seminar.
    1. You must present the rumor (or myth) you studied about the plague.
    2. You must show why the rumor (or myth) is or isn’t true.
    3. Use your medical record, journal, and map in your presentation as your evidence for why you think the rumor (or myth) is or isn’t true.

Scope and Sequence (Day-by-Day)

  • Day 1: Engage/Explore
    • Work with a partner to come up with a fake disease. What will it take for people to know about this disease? Just how bad is this disease? Can it be cured? Work to create a basic description of your disease, including any details you think might be necessary to fully and accurately describe this disease.
    • Present Big Idea and Essential Questions
    • Class Discussion: Do these essential questions change the way you think about your made-up diseases? What about real diseases?
    • Explain end assessment: discuss criteria for project
    • If time at the end of class: Allow time for beginning research and investigation
  • Day 2: Explore
    • Mini-lesson: how to assess whether an article is accurate and sufficient
    • Establish goal for the end of the day
      • Gather most of the data: You should have enough information to complete your medical journal; begin formulating information into a medical article.
    • Allow time for continued research and investigation
    • Exit Slip: Tell me one thing you learned today that you thought was fascinating and how it’s relevant to your life today.
  • Day 3: Explain/Elaborate
    • Mini-lesson: How to give a Medical Seminar
    • Establish goal for the end of the day
      • Learn from discussion and collaboration; continue writing medical article; research myth; begin to develop seminar.
    • Class Discussion: centered around research and Essential Questions – collaboration
      • Encourage students to be taking notes if they feel the need
    • Allow time for students to complete medical article, research myths, and develop their seminar about their myth of the plague
    • Exit Slip: How is the project going so far? Do you have any questions or concerns? Is there something you don’t understand? If you have no questions or concerns, tell me your favorite part about the project so far.
  • Day 4: Elaborate/Explore (ONLY IF NECESSARY – GAUGE BASED ON WORK ACCOMPLISHED ON DAY 3)
    • Establish goal for the end of the day
      • Finishing touches on project: Journal, Article, and Seminar should be complete and ready to go.
    • Workday: Allow students to finish journal, article, and seminar.
    • Exit Slip: Would you rather present your medical seminar first, last, or somewhere in the middle?
  • Day 5: Medical Seminars
    • Medical Seminars – day 1
    • Class Evaluation
      • Allow students to evaluate presentations based on rubric/criteria
      • Work to encourage positive yet constructive feedback
  • Day 6: Medical Seminars
    • Medical Seminars – day 2
    • Class Evaluation
      • Allow students to evaluate presentations based on rubric/criteria
      • Work to encourage positive yet constructive feedback
  • Day 7: Evaluate/Concluding thoughts
    • Student Journal time: Reaction to Essential Questions
    • Re-group with partner from beginning of Unit – how has this study changed what you might tell others about your made-up disease? What about real diseases? How quick would you be to check your facts next time you hear a rumor going around about a disease?
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3 thoughts on “Social Studies 7th Grade Unit: Healthcare – The Good, The Bad, and The Ugly

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