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

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• 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)

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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

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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

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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

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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

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United Streaming
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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.

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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.

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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.

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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

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Rubric
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Rubric Continued
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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

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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

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Name It to Claim It!
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Name It to Claim It.
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Name It to Claim It.
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Name It to Claim It.
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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

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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

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You Read Too
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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