The Black Death was triggered in Europe in 1347 when the Turkic army, besieging a Genoese trading po - PowerPoint PPT Presentation

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The Black Death was triggered in Europe in 1347 when the Turkic army, besieging a Genoese trading po

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Title: The Black Death was triggered in Europe in 1347 when the Turkic army, besieging a Genoese trading po


1
  • The Black Death was triggered in Europe in 1347
    when the Turkic army, besieging a Genoese trading
    post, catapulted plague-ridden bodies into town,
    a fairly intriguing way to win a war. They not
    only won, both sides were devastated by
    infection, and when the plague ended, fifty years
    later, a third of Europe's population --- about
    25,000,000 people --- had been laid in the grave.
    (William Owens Roberts, Pestilence)

2
Curing Reluctancy in Research Infect em With
Technology-Infused Plague
  • M. Joy Wright, LMS
  • mwright_at_nisdtx.org
  • Christy Savage, LMS
  • csavage_at_nisdtx.org
  • Northwest ISD

3
TEKS
  • TEKS TX.110.7 (5.8.) Reading/Variety of Texts
    The student reads widely for different purposes
    in varied sources.
  • TEKS TX.110.7 (5.10.) Reading/Comprehension The
    student comprehends selections using a variety of
    strategies.
  • TEKS TX.110.7 (5.12.) Reading/Text
    Structures/Literary Concepts The student
    analyzes the characteristics of various types of
    texts (genres).
  • (13) Reading/inquiry/research. The student
    inquires and conducts research using a variety of
    sources. The student is expected to
  • (A) form and revise questions for investigations,
    including questions arising from interest and
    units of study (4-5)
  • (B) use text organizers, including headings,
    graphic features, and tables of contents, to
    locate and organize information (4-8)
  • (C) use multiple sources, including electronic
    texts, experts, and print resources, to locate
    information relevant to research questions (4-8)
  • (D) interpret and use graphic sources of
    information such as maps, graphs, time lines,
    tables, or diagrams to address research questions
    (4-5)
  • (E) summarize and organize information from
    multiple sources by taking notes, outlining
    ideas, and making charts (4-8)
  • (F) produce research projects and reports in
    effective formats using visuals to support
    meaning as appropriate (4-5)
  • (G) draw conclusions from information gathered
    from multiple sources (4-8) and
  • (H) use compiled information and knowledge to
    raise additional, unanswered questions

4
Teaching Research
  • It has to be interesting
  • It has to have connections across the curriculum
  • It has to cover the TEKS
  • It has to justify the time it takes
  • It has to create an Aha! moment
  • It has to contribute to our commitment to
    lifelong readers and learners

5
Why Pandemics
  • Real-life application
  • Introduces career possibilities
  • Appeals to a varied interest group
  • Meets the needs of varied ability groups
  • Targets the readers most at risk boys going into
    middle school and beyond
  • It addresses the importance of science and math
    careers

6
United Streaming
7
The Assignment
  • You have contracted the disease you chose in the
    draw. You have three weeks to live. You must find
    out as much as possible about your disease, the
    historical period in which you might have
    contracted it, and the medical treatments of the
    time. You will have several choices for
    presenting your findings. Should you complete
    your task, you may survive. Any waste of time or
    resources will insure that death follows.

8
Infections
  • You have been infected with the Black Plague of
    1347-1351 (Europe). Good Luckyou will need it.
  • You have been infected with Cholera 1854
    (London). Good Luck. You will need it.
  • You have been infected in the Yellow Fever
    epidemic of 1793 (USA). Good Luckyou are going
    to need it.
  • You have been infected with Influenza leading to
    the Purple Death of 1918(WW). Good Luckyou are
    going to need it.
  • You have been infected with the Speckled Monster
    of Smallpox (1721-1722 USA). Good Luckyou are
    going to need it.
  • You have been infected by Typhoid Mary (1838
    USA). Good Luckyou are going to need it.

9
ASSIGNMENT
  • Find three different sources for information on
    your outbreak (only one internet)
  • Use a thinking map to record information as you
    proceed
  • Write ten authentic questions you want to answer
    about your topic
  • Make a timeline of the specific outbreak of your
    disease
  • Find three pictures relating to the topic
  • Choose a technology product to present your
    findings
  • Include a piece about how your disease is treated
    today due to changes in medical science.

10
Product List
  • PowerPoint Presentation
  • Newspaper
  • Obituary for person of note
  • Informational picture book
  • Brochure
  • A computer game
  • Talk to me about your idea
  • Jeopardy!
  • Design a flow map to show concept of Change

11
Rubric
12
Rubric Continued
13
Essential Learning
  • Using research materials
  • Using technology to facilitate learning
  • Working with others toward product
  • Working at the higher level of Blooms
  • Writing authentic questions to focus research
  • Focusing on fascination
  • Reading informational texts
  • Understanding systems in nature

14
Did You Know?
  • The Black Death wiped out ½ of Europes
    population in 4 years
  • It was said at the time to be a pestilence like
    a fire burning through everything it touches
  • It took 150 years for the population to recover
  • Church, economy and social structure changed
    forever

15
Name It to Claim It!
16
Name It to Claim It.
17
Name It to Claim It.
18
Name It to Claim It.
19
REFLECTION
  • We always use a Reflection piece that includes
  • Name of Project
  • What the project was about
  • What I learned from doing this project
  • What I now want to know more about
  • How I would do this project differently, if I did
    it again

20
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21
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22
Webliography
  • http//www.insecta-inspecta.com/fleas/bdeath/Quote
    s.html
  • http//news.nationalgeographic.com/news/2005/05/05
    12_050512_leprosy.html
  • http//www.themiddleages.net/plague.html
  • http//www.sc.edu/library/spcoll/nathist/jenner.ht
    ml
  • http//www.nytimes.com/learning/teachers/lessons/1
    9990317wednesday.html
  • http//news.nationalgeographic.com/news/2004/06/06
    14_040614_tvcholera.html
  • http//memory.loc.gov/ammem/today/aug27.htmlhttp/
    /www.eisenhower.archives.gov/dl/salk/salkdocuments
    .htmlhttp//news.nationalgeographic.com/news/2006/
    02/0227_060227_athens_plague.html
  • http//www.burgepest.com/fleas.htm
  • http//www.ph.ucla.edu/epi/snow/broadstreetpump.ht
    ml

23
You Read Too
24
Person to person, civilized types of
infectious disease could not have established
themselves much before 3000 B.C. When they did
get going, however, different infections
established themselves among different civilized
communities in Eurasia. Proof of this fact is
that when communications between previously
isolated communities became regular and
organized, devastating infections soon spread
from one civilization to the another, with
consequences for human life analogous to, though
less drastic than, what happened to rabbits in
Australia after 1950. Plagues and People by
William H. McNeil
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