1. Not all side benefits of trade are positive. Sometimes,
negative results can be extreme and even lead
to death. As students start the lesson ask them
to identify (or review if you have conducted
earlier classes) what positive and negative impacts
of trade they can think of. Students can write
these down or just discuss as a class and place
on a t-chart on the board.
.Students will read the following two articles (Handouts
1 & 2)
and discuss how disease can be devastating
to human populations.
When the students have finished reading
the articles, display Overhead 1.
As a group answer questions 1-4. They are to take notes.
b. When done with the first 4 questions, give students
time to answer question 5. (20 minutes max)
c. Have students share their answers and moderate
their discussions. What seems to be the consensus?
ii. Stop all traveling? (This includes soldiers!)
iii. Invest in medical exploration?
iv. Invest in technology?
v. Invest in global education?
End by asking students the following question, “Does being part of a
free society mean being responsible about our actions and how they
can affect human beings and the planet?” Students
should explain their responses. Ask students to relate
their response to the topic of disease and travel.
Assessment of prior knowledge concerning the positive
and negatives of trade using can be assessed within class
discussion or students’ written responses.
responses and oral responses within a class discussion
allow for assessment of their
ability to formulate an opinion and support it using
all knowledge documented