Medicine & Vaccines
Two Weeks
Social Studies
Lesson Plan
Teacher:
th
8 Grade Social Studies Teacher
Grade:
8th Grade
Lesson Title:
Medical Practices in Early America
STRANDS
Economics
Governance and Civics
History
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will be introduced to the post-Revolutionary War era of American history. This unit will begin with the study of George Washington’s presidency and the
constitutional difficulties he and the nation faced in the early years of the republic. The unit will also include the presidencies of both John Adams and Thomas Jefferson
and end with the War of 1812 and the battlefield medical practices that were prevalent to that time period.
Students will appreciate the fact that the practice of medicine is not an exact science and relate this to the challenges faced by our nations new government and its
ever-changing Constitution. Some of the challenges that students will explore in this unit will include the following: Constitutional interpretation, territorial disputes, the
Whiskey Rebellion, rise of political parties, judicial review, and the War of 1812.
Also, students will analyze several diseases that were prevalent at this time in our nations history. Students will create a timeline that will include diseases such as small
pox, malaria, typhoid, cholera, mumps, and influenza. Students will explain the social impact of the diseases and whether or not there was a vaccine created to combat
the disease. The project for this unit will be a persuasive speech and presentation pertaining to one of five problem-based scenarios. Students will portray the role of a
virologist/immunologist and convince a panel of organizations to fund further research.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Day 1: Introductory Video: Medicine and the War of 1812
This video explains the quality of medical care available to a soldier who served on the battlefield during the War of 1812. Students will learn the fact that disease and
not bullets was the major cause of death during the war. The video explains some of the advancements that were made relating to battlefield medicine and treatment
and the impact on mortality rates of those who fought in the war.
DAY
Objectives
(I can….)
1
I can
describe at
least two
distinct
differences
between a
president
and a
monarchy.
I can explain
at least two
precedents
that
Washington
established
as the first
President of
Materials &
Resources
i-Pads, dry
erase
board,
markers,
Laptops
Instructional Procedures
Differentiated
Instruction
Essential Question:
Remediation:
How did Washington’s presidency shape new political traditions?
Extended time for their
presentations.
½ Project Day
Vaccinations: Revolutionizing Medical Care-Introduction
Set: Students will complete a Venn diagram (Appendix A) comparing a
president and a king. Allow students (10 minutes) using their i-Pads to
research the two titles.Students will be chosen at random to airplay their
results. Discuss the answers.
Teaching Strategy(s):
1. Students will be assigned a presentation to be given
tomorrow in class. Students may use PowerPoint or Prezi to
organize their information. The topics will include: Federal
Judiciary Act, John Jay, Alexander Hamilton, Battle of Fallen
Timbers, Treaty of Grenville, Whiskey Rebellion, French
Grouping: Higher level
learner to work with lower
level learner on Venn
diagram.
Enrichment:
Peer Tutoring
Students may research a
news story that deals with
American political
traditions and write a
summary of ONE tradition
that they found most
Assessment
Formative
Assessment:
Students will
choose both “I
CAN” statements
and answer on an
index card.
the United
States.
Revolution, John Adams, XYZ Affair.
2. Students will work in pairs or individually if you have an odd
numbered class.
interesting.
Summarizing Strategy: Students will create two political cartoons: One
cartoon will illustrate one precedent that Washington established as
president and the other will illustrate the topic on which they presented.
2
I can explain
the event of
1794 known
as the
Whiskey
Rebellion.
I can explain
why the
Whiskey
Rebellion
was a “test”
for the new
government
under the
Constitution.
i-Pad,
PowerPoint
presentation
on the Whiskey
Rebellion,
Washington’s
Proclamation
to
Pennsylvania
(Appendix B)
Essential Question:
Remediation:
Was President Washington’s decision to put down the Whiskey
Rebellion the best course of action for the United States at that time?
Heterogeneous groups
Set: Think of ways in which you have challenged someone’s decision
lately. What happened? Were you right or were you wrong? How did the
outcome make you feel?
Teaching Strategy(s):
1. Students will view a PowerPoint presentation on the Whiskey
Rebellion.
2. Students will read in class Washington’s Proclamation to
Western Pennsylvania. (Appendix B)
3. Next, students will read the Letter from George Washington
to Alexander Hamilton. (Appendix C)
4. Students will answer the Whiskey Rebellion question sheet
(Appendix D) and prepare to share out their answers.
Summarizing Strategy: Students will create an Internet news article
describing in detail the Whiskey Rebellion. Students should make certain
to include the overall effects this event will have on the presidency of the
United States.
Peer tutoring
Enrichment:
Students will create their
own political cartoon on
the Whiskey Rebellion.
Summative
Assessment:
Students will turn
in the Whiskey
Rebellion question
sheet for a grade
before class ends
today.
3
I can explain
at least three
“warnings”
that
Washington
wrote in his
farewell
address to
the nation.
I can explain
two decisive
issues that
occurred
during
President
Adams’
administration.
i-Pads, dry
erase board,
Essential Question:
Remediation:
What issues divided Americans during the Adams presidency?
Peer Tutoring
Set: Show short clip of John Adams: John Adams Clip. Inform students
that they will learn why John Adams was NOT one of the more popular
Founding Fathers in a nations history.
Grouping
Teaching Strategy(s):
1. Jigsaw Method: Students will be placed in groups in which
they will become experts in their given topics. The topics will
include: Washington’s Farewell Address, Birth of Political
Parties in America, Federalists, Anti-Federalists, John Adams,
XYZ Affair, Alien and Sedition Acts, Kentucky and Virginia
Resolutions.
2. Students will go back to their home tables and share the
information they have learned with their classmates.
3. Students will then create timelines at their home tables with
today’s topics correctly identified and labeled.
Summarizing Strategy: Students will create a timeline that summarizes
the events of President John Adams’ administration. Students should
begin with the year 1796.
Enrichment:
Students may use internet
resources to find
information on the
popular and electoral
votes in the 1796 election
and prepare a chart that
displays the results.
Formative
Assessment:
Students will
answer one of
today’s “I CAN”
statements on an
index card before
exiting the
classroom.
4
Project Day- Vaccinations: See Unit Plan
Vaccinations: Revolutionizing Medical Care-Research
5
I can
describe how
the election
of 1800 was
resolved.
i-Pads, dry
erase board,
Hamilton vs.
Jefferson
letters
(Appendix C).
Essential Question:
Remediation:
How did Thomas Jefferson impact the United States both geographically
and politically?
Peer Tutoring
Set: Jefferson Video Clip
I can
describe
some of the
effects of
exploring the
Louisiana
territory.
Extended time for
completion of today’s
assignment
Enrichment:
Teaching Strategy(s):
1. Students will be given two letters. One letter is from
Alexander Hamilton to George Washington and the other is
from Thomas Jefferson to George Washington.
2. Students will read the letters and answer the accompanying
questions.
3. Students will share out their findings with the class as the
activity is discussed.
Summarizing Strategy: In one paragraph, students will explain what
Students may choose one
of the topics that they DID
NOT present on and create
a newspaper article
describing the historical
significance of the chosen
topic.
Formative
Assessment:
Students will
answer both of
today’s I can
statements before
exiting class.
impact the Louis and Clark expedition had on the United Sates as well as
the Jefferson administration.
6
Project Day- Vaccinations: See Unit Plan
Vaccinations: Revolutionizing Medical Care-Funding
7
I can explain
the
importance
of the Bill of
Rights in my
everyday life.
I can
describe the
first ten
amendments
to the
i-Pads, index
cards,
construction
paper, scissors,
markers,
crayons.
Summative
Assessment:
Essential Question:
Remediation:
How was the Bill of Rights an extension of Jeffersonian democracy?
Extended time to finish the
Students will
Bill of Rights book.
complete a quiz
Students may select five
explaining the first
instead of ten
ten Amendments
Amendments.
to the Constitution
in correct order.
Set: At each table have summarizations of each of the first ten
Amendments to the Constitution on index cards. Allow students 5-7
minutes to correctly place them in order. Students will raise their hands
once they think they have completed the task. Give the table that
correctly places the Amendments in order a reward. If a table is not
correct, then tell them how many Amendments they have out of order
and to continue.
Enrichment:
Constitution
in correct
order.
Teaching Strategy(s):
1. Place the students in groups of two.
2. Instruct students that they are going to create a book
illustrating the Bill of Rights.
3. Students will use the Constitution app on their i-pads to
research the Amendments.
4. Students will draw/illustrate pictures representing the
meaning of each Amendment. Students are not to use any
words in their pictures except to label the page with the
correct Amendment.
Students may research a
current event that involves
one of the first ten
Amendments and write a
brief summary of the
event and how it relates to
the Amendment(s).
Summarizing Strategy: Students will select two of the ten Amendments
and write an op-ed piece to the Kingsport Times explaining why they
think these Amendments are important to a democracy.
8
I can
describe the
events that
led up to the
War of 1812.
i-Pads,
television,
small poster
paper
(newspaper
Essential Question:
Remediation:
Formative:
Explain how the War of 1812 led to changes in America.
Have students create a
poster illustrating one
result of the War of 1812.
They should include a
Students will answer
both “I CAN”
statements from
today’s lesson.
I can explain
battlefield
medical
practices
during the
war of 1812.
story)
Set: War of 1812 Intro.
Teaching Strategy(s):
1. Students will be placed in groups.
2. Using their i-Pads, students will create a compare/contrast
chart on Doceri for both the first and second phases of the
War of 1812.
3. First Phase: British focus on France, blockade of U.S. ports,
naval victories for the United States.
4. Second Phase: British focus on the United States, America
wins Battle of New Orleans, Treaty of Ghent signed.
5. Students will carousel around the room to other tables and
compare each other’s charts to add any additional
information.
6. Students will also research battlefield medical practices of
the war and create a newspaper article from the perspective
of a battlefield reporter on what they saw.
Summarizing Strategy: Students will write a paragraph using their
compare/contrast charts making certain to include why the war began,
the British invasion of the East coast and the burning of Washington, and
the concluding battle of New Orleans.
picture or symbol and a
sentence describing the
result.
Enrichment:
Have students create a
poster illustrating three
results of the War of 1812.
They should include a
picture or symbol and a
sentence describing the
result.
9
I can explain
why Andrew
Jackson
became both
a Tennessee
and a
national hero
after the
Battle of
New Orleans.
i-Pads, “The
Battle of New
Orleans” song
lyrics.
(Appendix D)
“The Battle of
New Orleans “
lesson plan.
(Appendix E)
Formative:
Essential Question:
How did the Battle of New Orleans make Andrew Jackson a national
hero?
Remediation:
Students may create a rap
version of the Battle of
New Orleans.
Students will answer
today’s I CAN
statement before
exiting.
Enrichment:
Set: Play a recording of Johnny Horton’s “Battle of New Orleans”.
Provide students with a copy of the song lyrics to follow along with.
(Appendix D)
Students may research
what effect Gen. Jackson’s
involvement at New
Orleans had on his future
accomplishments.
Teaching Strategy:
1. Students will read the lyrics and answer the corresponding
questions. (Appendix E)
2. Selected students will be given sticky-notes and will correctly
label the following locations on a map: Gulf of Mexico,
Massachusetts, Mississippi River, New Orleans, St. Lawrence
River, and Washington, D.C.
3. Students will write another verse of the song that describes
what happened once the troops reached the Gulf of Mexico.
Summarizing Strategy: Create a political cartoon depicting Gen. Andrew
Jackson’s victory at New Orleans.
10
.
Project Day- Vaccinations: See Unit Plan
Vaccinations: Revolutionizing Medical Care-Presentation
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 8.2.02 Understand global economic connections, conflicts, and interdependence.
GLE 8.2.03 Understand the potential costs and benefits of individual economic choices in the market economy.
GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market economy.
GLE 8.4.01 Appreciate the development of people's need to organize themselves into a system of governance.
GLE 8.4.02 Recognize the purposes and structure of governments.
GLE 8.4.03 Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.
GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.
GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.
GLE 8.5.06 Understand the place of historical events in the context of past, present and future.
GLE 8.6.01 Recognize the impact of individual and group decisions on citizens and communities.
GLE 8.6.02 Understand how groups can impact change at the local, state national and world levels.
SPI 8.2.3. Differentiate between credit and debt.
8.2.spi.5. Identify various forms of taxation (i.e., tariffs, sales tax, excise tax).
8.4.spi.1. Identify the rights, responsibilities, and privileges of a member of the United States of America (i.e., Declaration of Independence, Articles of Confederation, Constitution, Bill of
Rights).
8.4.spi.7. Recognize the impact of major court decisions have had on American life (i.e., Marbury v. Madison, McCulloch v. Maryland, Dred Scott v. Sandford).
8.4.spi.5. Identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions and nations.
8.5.spi.4. Recognize causes and consequences of conflict, (i.e., French and Indian, revolutionary War, War of 1812).
8.5.spi.5. Recognize consequences of the westward expansion of the United States.
8.5.spi.9. Interpret a timeline, detailing the development of political parties in the United States to the Civil War.
8.5.spi.13. Examine the demographic changes brought about by westward movement (i.e., slavery, industrialization, and Native American relocation).
8.6.spi.4. Identify the role of institutions in furthering both continuity and change (i.e., governments, churches, families, schools, communities).