Activity
Day 1
1. Have sets of books from the library (Ex. encyclopedias)
that have information about medical innovations/inventions.
2.
As a class, students will determine what innovation/invention
each is to research. No student is to have the same
innovation to investigate.
3.
Each student is to investigate their medical innovation,
identify where it was developed
and be able to locate
the place of origin on a map. Final information sheets
should not need to exceed more than one page. The
student will also have an image of the innovation available
(preferably a line drawing). (Ex: microscope picture).
4.
Prepare a large world map for display. Students will
be given an individual copy of the world map
for their
notes. (Handout 1)
5.
When their research is done, they are to point out the
locale where the innovation/invention
was
developed
on the map using their image.
6.
All students are to locate the innovation on their map.
7.
When all students are done sharing their information,
students must gauge how long a time period
is being worked with in order to determine how to
divide
the intervals
on the class timeline. In order to know this,
they must identify the oldest and the most
recent innovation.
Time
increments might be in decades, centuries,
or something in between (every 2 or 5 decades).
Day
2 – Creating the timeline
8.
Each student will now locate their innovation/invention
on the class timeline using the images of the invention
to represent the item (Ex: a microscope picture).
9.
In addition to the innovations/inventions the students
investigated, they are to include the
innovations/inventions
from the Explore lesson that have not been investigated
individually. These must also be identified on
the map. (I suggest having
sheets with the name of the invention/innovation
ready to put up.)
10.
When done, students answer the following questions using
their maps and the timeline.
(This can also be
effectively
used as a review quiz demonstrating how well students
can synthesize and analyze timeline data.)
a.
Are there periods of time in which one region or country
seemed to be the hotbed of medical innovation?
List those
periods and regions/countries.
b. Are there specific areas of study identifiable
in one or more region/country: ex: nervous system,
organs,
heart
research, microbiology, etc.
c. What could have been a factor to explain why
some regions show more medical innovation taking
place
at specific time
periods? In other words, what else was going
on in those countries or regions at the time?
(War,
global
colonialism,
intellectual renaissance, exploration, trade
competition, etc.)
d. Making connections: What innovations or discoveries
were dependent on things that occurred prior
to their investigated
invention? (Find 3 inter-related occurrences.)
Closure
Finish
the activity by posing the following question: Did medical
innovations/inventions stop diseases from spreading? What does
this imply about how we should look at medical research today?
Should we be supportive of medical research or limit the funds
that go into this type of research?
Homework
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