1. As students walk in to class, tell them they are
to take out a pen or pencil for a pop quiz.
Hand each student a copy of the Pop Quiz. Allow 5 minutes
to complete the quiz. Allow more time if the
teacher wants students to write down explanations for
When done, collect quizzes and redistribute for grading
to different students.
At the same time, have students take out notepaper for
As they grade the quiz they are to take personal notes
from the discussion generated for each
Go over each question one at a time. Ask students to
share answers and defend why they chose the
answer they did. With some of the questions,
will seem to need to follow a certain logic
(like with #2)
but as students will learn, modern logic has
no place in the past when they did not know some
of the things
we know today. If there are student misconceptions,
discuss why they had them. Then give the correct
answer and give
some background information to the students
explaining the answer (see the teacher sheet). They are
take notes so that they may place this information
From the timeline, students should write two short paragraphs
reflecting on the implications
events along the timeline about the quality
life at the
time and upon the impact of at least three
events on their
closing, ask students if the correct answers raised any
Inquiry or Ponder questions
and have them record those in their notes as well.
The teacher may wish to make a list on an overhead of
questions for future discussions.
The pop quiz and defense of their answers to this quiz
provides an opportunity to assess their understanding
of historical medical practices and the logic that supported
or resulted from them.
The timeline that students create and their interpretation
of these events is an opportunity to assess students’ ability
to interpret historical data.