Activity
(Note-taking
using Concept Maps)
1.Setting the stage. In order to understand the
reasons why diseases occur, a quick review of where they
originate may offer clues later in the quarter as students
investigate diseases and possible preventative measures.
Start by displaying Overhead 1. Read the text with the
students and then trace how the text was used to create
a concept map that more clearly displays the relationship
to movement, food source and contamination of water during
prehistoric nomadic times. (5-7 minutes)
2. Project overhead 2 (Domestication and Disease Concept
Map).
3. Give each student a copy of Handout 1. As they read
the left column of text they will answer the questions
posed on the right using the concept map. (Use Overhead
2 for Questions 1-8). Make this a class project to help
students follow the concept map. The point is for them
to see how interrelated the relationship is among humans,
animals and germs.
4. When done with questions 1-8, go over the answers
with the students.
5. Now re-display Overhead 1 and have them answer Question
9.
6. On the back of the sheet continue with notes. Begin
with the following statement: All of this domestication
and settling down poses a new problem in regards to infectious
diseases. Because of people’s close proximity to
animals, many researchers and scientists believe they
exposed themselves to the development of deadly infectious
diseases like Smallpox, Measles, Influenza, and Tuberculosis.
To make the problem worse, infectious diseases thrived
in cities with high population densities, so now that
cities existed so did these deadly diseases.
7. Continue with notes by defining why an infectious
disease is worth noticing. Have students write this down
in their notes.
| Spread
fast and furious from infected persons or animals to
nearby healthy people, thereby attacking a whole population. |
|
Are
acute which means people either die or recover. |
| |
Infectious
Diseases |
|
| If
people recover they may develop antibodies that build
immunity against future occurrences. |
|
|
8.
Transition. Now that infectious disease is defined,
the class will return to the reasons why diseases occur.
These are the reasons that make history interesting because
it is not only the action of humans that impacts history,
but also the interaction of human practices and responses
with the influences of the world around them that shapes
history. |
Embedded
Assessment
|
