World #: a historical investigation: can disease change the world?



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NAME: WORLD #:____

A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

As the world becomes more interconnected, cultural diffusion takes place at a faster rate than ever before. This helps to create a more distinct and interrelated global culture. With all the positives of a new global culture, the quick access to anywhere in the world also presents its own challenges. One of those challenges is the ability to spread infectious disease at a rapid pace. Meeting this challenge has required international cooperation to help limit the possible effects of these diseases. However, with all the technology, we notice that these diseases still have the ability shape and alter our daily lives. When one looks back at history, we notice this is not a new trend but instead has happened before. Among the many catastrophic global pandemics in history, perhaps none achieved the notoriety of the Black Death. Today, you and your team will be responsible for researching and completing a visual that tells of two disease outbreaks: the Black Death and one current disease and its outbreak. To complete this, each group will create an informative visual that answers the following questions for your disease:

  1. What is the disease? (Symptoms and Treatments)

  2. How does it spread? Where? (MAP)

  3. How did it affect the population? (SOCIAL, POLITICAL, ECONOMIC)

Each question will be graded with its own rubric. Points will also be given for the final completed product and your ability towork with the group.

GROUP RUBRIC



Category

Accomplished

Proficient

Developing

Needs Improvement

Poster

All sections are neatly placed on the poster with clear organization and structure

Five sections are neatly placed on the poster with clear organization and structure

Four sections are neatly placed on the poster with clear organization and structure

Three or less sections are neatly placed on the poster with clear organization and structure

Participation

Student actively participates in all group assignments, pays attention during presentations and is engaged

Student mostly participates in all group assignments, pays attention during presentations and is engaged

Student is noticeably off task but still manages to participate in group assignments, pays attention during presentations and is engaged

Student is constantly off task and does not participate in group assignments, or pays attention during presentations and is notengaged

INDIVIDUAL RUBRIC:_________________________

GROUP RUBRIC :_________________________



A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Supporting Question 1

What was the Black Death?

Formative

Performance Task

Create a visual that represents the symptoms and possible solutions to stopping the spread of the Black Death

Featured Sources

Source A: Excerpts from Decameron

Source B: Illustration of the Black Death

Source C: George Deaux, The Black Death: 1347 (New York: Weybright and Talley, 1969), 52-3.

SOURCE A QUESTIONS:

1. From the historical context section, how long can an individual expect to live with the Black Death? Does the excerpt from the Decameron support this?

2. During what time frame was the Black Death most prevalent in Europe?

3. From the Decameron (1353), list three symptoms of the Black Death. In addition, list three more symptoms from the Context section.



Decameron Context

1. 1.

2. 2.

3. 3.

SOURCE B QUESTIONS:

1. Analyze the image—How would you describe the individuals in the bed?

What are the effects of the Black Death?

Who is the man in the back of the picture? What do you think his purpose is in the image?

SOURCE C QUESTIONS:

1. List and define all of the terms that you are unfamiliar with below:

2. List at least five possible solutions to stop the Black Death.

1.

2.

3.



4.

5.

FINAL PRODUCT:



Produce an informative visual that represents the symptoms of the Black Death and possible cures. This should be detailed enough to clearly explain the signs of the Black Death and possible 14th and 15th century cures but also simple enough for anyone to understand (remember the average person in medieval Europe lacked an education). Please follow the rubric below to achieve the highest possible score!

For the visual please have the following:



  • Five Symptoms-Brief Description and Visual for Each

  • Five Treatments-Brief Description and Visual for Each

Accomplished

Proficient

Developing

Needs Improvement

Final product has at least five symptoms represented visually and in written format at a high level

Final product has at least four symptoms represented visually and in written format at a high level

Final product has at least three symptoms represented visually and in written format at a high level

Final product has at least two symptoms represented visually and in written format at a high level

Final product has at least five treatments represented visually and in written format at a high level

Final product has at least four treatments represented visually and in written format at a high level

Final product has at least three treatments represented visually and in written format at a high level

Final product has at least two treatments represented visually and in written format at a high level

All parts are neatly put together, visually appealing, and are properly labeled

A majority of the parts are neatly put together, visually appealing, and are properly labeled

Most parts are neatly put together, visually appealing, and are properly labeled

Many parts are not represented not neatly put together and/or properly labeled

A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Supporting Question 2

How did the Black Death spread so quickly?

Formative

Performance Task

Construct a diagram illustrating how the Black Death spread.

Featured Sources

Source A: Plague Ecology visual

Source B: Map depicting spread of the Black Death

Source C: Written summary about the spread of the plague.

SOURCE A QUESTIONS:

1. What is the technical name for the plague?

2. How is it transferred in the wild? (What starts with the bacterium and what receives it from this original agent?)

3. Weather wise, when is an outbreak most likely to occur?

4. How do humans receive the disease?

SOURCE B QUESTIONS:

1. In what modern day country did the plague first appear?

2. How long does it take for the plague to reach Constantinople?

3. Where does it look like the plague entered Europe? How long did it take to spread throughout Europe?

4. How are the Mongols related to the spread of the plague?

SOURCE C QUSTIONS:

1. How do historians think the plague was spread from East to West?

2. List one statistic on how the plague impacted the population in Asia. List at least five statistics on how the plague impacted the population in Europe.

FINAL PRODUCT:

Produce an informative visual that represents the spread of the Black Death. This should be detailed enough to clearly explain where the Black Death originated and how it traveled from Asia to Europe but simple enough for anyone to understand (remember the average person in medieval Europe lacked an education). Please follow the rubric below to achieve the highest possible score!

For the visual, please have the following:



  • Correctly labeled map with the following

    • The city with the earliest record of the plague

    • Constantinople and the date the plague reached it

    • Genoa and the date the plague reached

    • Two other cities of your choice

  • On the map, the route of the plague as it traveled-with clear examples of how/when it reached Europe

  • Clear diagram of what historians believe is the original source of the plague

TOPIC

Accomplished

Proficient

Developing

Needs Improvement

Key Locations

The map has all of the places clearly labeled in the correct location.

The map has 4 of the places clearly labeled in the correct location.

The map has 3 of the places clearly labeled in the correct location.

The map has two or less of the places clearly labeled in the correct location.

Route of the Plague

The map clearly designates the general path of the plague as it moved from east to west with clear examples of how it moved

The map accurately designates the plague’s path and how it moved east to west, could be neater.

The map, for the most part, designates the path with minor inaccuracies and lacks detail on it was transferred east to west.

The map distorts the path of the plague, is inaccurate, and does not clearly demonstrate how it moved from east to west

Original Source

Diagram clearly demonstrates how plague originated and was first transferred to humans

Diagram demonstrates the general transfer of the plague but lacks detail

Diagram is mostly correct with transfer of the plague but is missing one or two key elements

Diagram does not accurately demonstrate the transfer of plague to humans

Written Summary

Student clearly summarizes how the plague moved from east to west, the key locations impacted, and transfer of the plague

Student summarizes how the plague moved from east to west, the key locations impacted, and transfer of the plague—could have more detail

Student summarized two of the following at a high level: how the plague moved from east to west, the key locations impacted, and transfer of the plague

Student summarized one of the following at a high level: how the plague moved from east to west, the key locations impacted, and transfer of the plague

A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Supporting Question 3

How did the Black Death affect people in the 14th century?

Formative

Performance Task

Create a newspaper article on how the plague impacted Europe

Featured Sources

Source A: Bubonic plague statistics

Source B: Illustration of the persecution of Jews during the Black Death

Source C: Leonard W. Courie, description of the effects of the plague, Social and Economic Effects of the Plague, 1972

Source D: E Lipson, The Economic History of England, VOL I (London A & C Black, 1959). and Henry Knighton, Chronicler and Canon of St. Mary’s Leicester, 1350s

SOURCE A QUESTIONS:

1. Describe the number of deaths that resulted from the plague. How does this compare to other major events in World History?



SOURCE B QUESTIONS:

1. Describe what is occurring in the picture. What hysteria occurred because of the Black Death?



SOURCE C QUESTIONS:

1. Describe two social and two economic changes that were a result of the plague.



SOURCE D QUESTIONS:

1. Explain how Document D corroborates information from Document C. Please give specific examples (MULTIPLE).

Final Production

Produce an informative article that represents the social and economic impacts of the Black Death on Europe. This should be detailed enough to clearly explain the impacts of the Black Death to make your reader well informed but simple enough for anyone to understand (remember the average person in medieval Europe lacked an education). Please follow the rubric below to achieve the highest possible score!



For the article, please have the following:

  • Accurate headline

  • One paragraph that accurately explains the social impacts

  • One paragraph that accurately explains the economic impacts

  • Proper grammar, spelling, and written in pen

Topic

Accomplished

Proficient

Developing

Needs Improvement

Social

The article accurately reflects the social impact of the Black Death with multiple examples

The article reflects the social impact of the Black Death with only one or two examples

The article reflects the social impact of the Black Death with no examples

The article does not reflect the social impacts of the Black Death on Europe

Economic

The article accurately reflects the economic impact of the Black Death with multiple examples

The article reflects the economic impact of the Black Death with only one or two examples

The article reflects the economic impact of the Black Death with no examples

The article does not reflect the economic impacts of the Black Death on Europe

Grammar/Spelling/Format

The article has few to no grammar and spelling mistakes, correct number of paragraphs, and a creative headline

The article has some grammar and spelling mistakes that do not take away from the article, correct number of paragraphs and clear headline

The article has several major grammar and spelling mistakes that make the article difficult to read, lacks the correct number of paragraphs and/or has a headline

The article has numerous spelling and grammar mistakes, the wrong number of paragraphs and/or does not have a headline


A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Supporting Question 1

What is ___________________?

Formative

Performance Task

Create a visual that represents the symptoms and possible solutions to stopping the spread of the disease.

DISEASE:___________________________________________

SOURCE A QUESTIONS:

1. List and explain five symptoms of your disease.

1.

2.

3.



4.

5.

2. What are five possible treatments for your disease and how well do they work?



FINAL PRODUCT:

Produce an informative visual that represents the symptoms of your disease and possible cures. This should be detailed enough to clearly explain the signs of the disease and current cures but also simple enough for anyone to understand. Please follow the rubric below to achieve the highest possible score!

For the visual please have the following:


  • Five Symptoms-Brief Description and Visual for Each

  • Five Treatments-Brief Description and Visual for Each

Accomplished

Proficient

Developing

Needs Improvement

Final product has at least five symptoms represented visually and in written format at a high level

Final product has at least four symptoms represented visually and in written format at a high level

Final product has at least three symptoms represented visually and in written format at a high level

Final product has at least two symptoms represented visually and in written format at a high level

Final product has at least five treatments represented visually and in written format at a high level

Final product has at least four treatments represented visually and in written format at a high level

Final product has at least three treatments represented visually and in written format at a high level

Final product has at least two treatments represented visually and in written format at a high level

All parts are neatly put together, visually appealing, and are properly labeled

A majority of the parts are neatly put together, visually appealing, and are properly labeled

Most parts are neatly put together, visually appealing, and are properly labeled

Many parts are not represented not neatly put together and/or properly labeled


A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Disease:



Supporting Question 2

How does _____________________ spread?

Formative

Performance Task

Construct a diagram illustrating the spread of _____________________.

SOURCE A QUESTIONS:

1. List and explain how the disease can be acquired.

2. What regions of the U.S./World (DEPENDS ON DISEASE) have the highest rates of the disease?

3. List five of the most important statistics about the disease.

FINAL PRODUCT:

Produce an informative visual that represents the spread of the disease. This should be detailed enough to clearly explain the areas most impacted by the disease originated and how it is transferred but simple enough for anyone to understand. Please follow the rubric below to achieve the highest possible score!



For the visual, please have the following:

  • Correctly labeled map with at least five key regions/places shaded

  • Key statistics represented visually

  • Clear diagram that represents how the disease spread (SCHOOL APPROPRIATE)

TOPIC

Accomplished

Proficient

Developing

Needs Improvement

Key Locations

The map has all of the places clearly labeled in the correct location.

The map has 4 of the places clearly labeled in the correct location.

The map has 3 of the places clearly labeled in the correct location.

The map has two or less of the places clearly labeled in the correct location.

Statistics

All five statistics are represented neatly and creatively with the map

Four statistics are represented neatly and creatively with the map

Three statistics are represented neatly and creatively with the map

Two or less statistics are represented neatly and creatively with the map

Sources of transfer

Diagram clearly represents how the disease can be spread.

Diagram demonstrates the general transfer of the disease but lacks detail

Diagram is mostly correct with transfer of the disease but is missing one or two key elements

Diagram does not accurately demonstrate the transfer of the disease

Written Summary

Student clearly summarizes how the disease is transferred, the regions most impacted and explains importance of key statistics.

Student summarizes how the disease is transferred, the regions most impacted and explains importance of key statistics. —could have more detail

Student summarized two of the following at a high level: how the disease is transferred, the regions most impacted and explains importance of key statistics.

Student summarized one of the following at a high level: how the disease is transferred, the regions most impacted and explains importance of key statistics.


A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

Disease:

Supporting Question 3

How does ________________________ impact society?

Formative

Performance Task

Create a newspaper article on how your disease impacts your locations.

SOURCE A QUESTIONS:

1. Explain how your disease impacts social and economic parts of society.

Final Production

Produce an informative article that represents the social and economic impacts of the disease. This should be detailed enough to clearly explain the impacts of the disease to make your reader well informed but simple enough for anyone to understand. Please follow the rubric below to achieve the highest possible score!



For the article, please have the following:

  • Accurate Headline

  • One paragraph that accurately explains the social impacts

  • One paragraph that accurately explains the economic impacts

  • Proper grammar, spelling, and written in pen

Topic

Accomplished

Proficient

Developing

Needs Improvement

Social

The article accurately reflects the social impact of the disease with multiple examples

The article reflects the social impact of the disease with only one or two examples

The article reflects the social impact of the disease with no examples

The article does not reflect the social impacts of the disease on Europe

Economic

The article accurately reflects the economic impact of the disease with multiple examples

The article reflects the economic impact of the disease with only one or two examples

The article reflects the economic impact of the disease with no examples

The article does not reflect the economic impacts of the disease on Europe

Grammar/Spelling/Format

The article has few to no grammar and spelling mistakes, correct number of paragraphs, and a creative headline

The article has some grammar and spelling mistakes that do not take away from the article, correct number of paragraphs and clear headline

The article has several major grammar and spelling mistakes that make the article difficult to read, lacks the correct number of paragraphs and/or has a headline

The article has numerous spelling and grammar mistakes, the wrong number of paragraphs and/or does not have a headline


A HISTORICAL INVESTIGATION: CAN DISEASE CHANGE THE WORLD?

DISEASE

SYMPTOMS AND CURES

LOCATION AND SPREAD

IMPACTS-SOCIAL/ECONOMIC

The Black Death

























































HOW CAN DISEASE CHANGE THE WORLD:


http://www.alternatehistory.com/discussion/attachment.php?attachmentid=1625&stc=1&d=1101766376

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