Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
During this unit we will examine the Bubonic Plague, formerly known as the Black Death. The 650 year-old plague will be examined in how it affected Europe socially, economically, and politically. The Black Death will also be compared to the modern AIDS epidemic, and how medicines and vaccines may have been able to stop the spread of such a catastrophic plague. In addition, the living circumstances that Europeans lived in will be detailed, as well as the symptoms of this illness. There will be a constant influx of writing into daily lessons to tie English Language Arts to Social Studies. Also, fractions and percentages of populations will be details to tie mathematics into the unit. The biological causes of the event will be details to make science relevant to this unit as well.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
1.What would have been a better way to control the spread of the plague?
2.How might higher levels of education throughout Europe at this time effected the outcome of the plague?
SET: As a bell-ringer, students will write in their iPads what they think the Black Plague is and any additional information that they think they may know. A discussion of what students know will be held following the bell-ringer.
Students will be directed to “Ducksters – Black Death” and will perform the eleven questions on the correlating worksheet.
These questions will be discussed as a class to obtain a solid introduction into what the Black Death actually was.
After the discussion, the entire class will be asked to stand. The instructor will ask 33% of the students sit down by calling them by name.
With1/3 of the class sitting, it will illustrate very vividly the amount of death that occurred in Europe during this time.
Students will then watch “Black Death Video”.
Students will write on the following prompt: “Put yourself in the time period of the Black Death. What would you feel? What would you think about the circumstances?” Select students will generate their responses for a summarizing class discussion.
I can identify economic consequences of the Black Death.
I can identify social changes in Europe as a result of the Black Death.
Found in Appendix B
What economic consequences took place as a result of the Black Death?
What changed about European society as a result of the Black Death?
1.Why would people want to “Eat, Drink, and Be Marry” during a time of such despair?
2.Why would wages go up if the amount of workers is going down?
3.Why would social elites start to dress more extravagantly ?
Economic Consequences of the Black Death
Set: “What would happen to the United States’ economy if 33% of the people died in a short period of time?” Students will be given a few moments to formulate a response. Volunteer students will share their thoughts for class discussion.
Students will be directed to “Brown University Black Plague” and read the content. This is written at an elevated level so students of lower ability levels will need help via prompts and additional questions.
After the students’ reading they will be presented with a correlating worksheet.
Each question will be discussed as a class with selected student providing their answers.
Students will then work with their table group (3-4 students) to create a list of ways lives were changed as a result of the plague.
“What was greater, the economic or social impacts of the Black Death? Provide evidence to support your answer.” Students will write on this prompt for a few moments and volunteer students may share their responses to a closing class discussion.
I can identify political impacts of Black Plague.
Found in Appendix C
Essential Question: How did the Black Death effect the political structures of Europe?
Seating/Grouping to minimize distractions and increase teacher interaction.
1.Is our political structure more or less sophisticated/complicated than that used in Europe during the Black Death?
2.Would a more sophisticated government be better equipped to deal with such happenings?
Grouping homogeneously to encourage higher levels of performance.
Political Impact of the Black Death
Set: “Imagine a great plague impacts the United States. How would our political structure be effected?” Students will be given a few moments to generate responses to this question. Volunteer students will be given the opportunity to share their thoughts for class discussion.
Students will be directed to “Boise State – Political Impact” and perform the correlating worksheet.
After students have completed their worksheets there will be a class discussion covering each question.
Students at their table groups of 3-4 students will then create a list of reasons why they believe the plague had a larger political impact in Europe 650 years ago or in the United States today. Independent research may be performed to aid reasoning.
Each table will present their thoughts for class discussion.
Summarizing Strategy: “After hearing all other groups and class discussion, which place and time would handle a plague more effectively in terms of maintaining political structure?” Students will write independently on this topic for a few moments and submit it as an exit ticket.
Project Day 1—refer to Unit Plan
I can identify biological caused of the Black Death.
Essential Question: What was the biological cause of the Black Plague?
Intervention: Seating to minimize distraction
Anchoring Activity – Prompting during worksheet completion
1.Why would we be more prepared to deal with an epidemic like the Black Death today than they were 650 years ago?
2. Does being better prepared ensure something like this would not happen again?
3.Is this similar to the AIDS epidemic that is currently happening in Africa?
Bubonic Plague Today
Set: “What impact did the Black Death have on the political structure of Europe?” Students will be given a few moments to formulate a response. Volunteer students will be given the opportunity to share their thoughts with the class.
Students will watch “Man survives the Bubonic Plague”. This video details a man’s fight with this infamous disease. There are some graphic images that the class should be warned about before viewing.
Students will be directed to “Molecular Clues” which is a reading that details possible biological causes of the Bubonic Plague. Students will also perform “Biological Causes of the Bubonic Plague” worksheet.
After students have completed the worksheet, each question will be discussed as a class.
There will be an in depth class discussion about whether or a consensus about the biological cause of this plague had been reached.
“Could a similar event still happen today? Explain.”
Volunteer students will share their thoughts for class discussion.
I can compare the Black Death to the AIDS epidemic.
I can identify how a plague or epidemic effects a society.
Found in Appendix E
How is the Black Death similar and different than the AIDS epidemic?
How does a plague or epidemic alter a society?
Intervention: Seating to minimize distraction
1.Is there a cure for AIDS?
2.Is there a cure for the Black Plague?
3.Does not having a cure for AIDS make it potentially worse than the Black Plague?
1.Does AIDS prolonged impact on human kind make it a worse epidemic?
2.Or does the Black Death’s relative “immediateness” make it the more severe event?
Formative: Class discussion
AIDS v. Bubonic Plague Set: “What do you know about AIDS in Africa?” Students will be given a few moments to generate responses. A class discussion, centered on students’ generated material, will follow.
Students will be directed to “AIDS in Africa.”
Anticipating students do not know a great deal about AIDS in Africa, this piece of literature will be read together. After each paragraph the class will discuss its content to ensure a high level of comprehension.
A class discussion will follow centered about how a plague or epidemic effects a society.
Students will be encouraged to perform some independent research on their personal iPads to compliment class discussion.
Students will be asked, “Do have a solid understanding of how these two happenings are similar and different?” They will place a thumbs-up to indicate good understand, a sideways thumbs to indicate they are almost there, and thumbs down to show they need help.
“Did the Black Death or AIDS have a larger impact on the human race as a whole? Can we answer this question adequately without having a cure for AIDS?” Students will take a few moments to write thorough responses. Selected students will be selected to share their thoughts with the class.
I can explain how modern medicine and vaccines could have helped prevent the spread of the Black Death.
Essential Questions: What could have medicines and vaccines done to help stop the spread of the Black Death?
Grouping/seating to minimize distractions
Prompting during Venn Diagram completion.
1.Would a medicine or vaccine be better to stop the spread of the Black Plague?
2.What difficulties would have 14th century Europe faced in getting medicine and vaccines to people?
Preventing the spread of Disease Set: “What are medicines and vaccines? What do they do for the world today?” Students will be given a few moments to formulate responses. Selected students will be given the opportunity to generate their responses for class discussion.
Students will perform independent research on their iPads to generate working definitions of what medicine and vaccines really are.
Once a student believes they have found relevant material they will raise their hands and generate this material for class production of working definitions for these terms.
Students will then work at their tables of 3-4 students to generate a list of ways that medicine OR vaccines could have helped prevent the plague. The two items need to be differentiated between, as they perform differently.
Each table will read their list for the class.
Summarizing Strategy: “How are medicine and vaccines similar and different?” Students will create a Venn Diagram using Doceri to detail these similarities and differences. Selected students will airplay their diagrams.
I can identify the Black Plague.
I can explain how the Black Plague effected Europe socially.
I can explain how the Black Plague effected Europe politically.
I can explain how the Black Plague effected Europe economically.
I can compare and contrast the Black Plague to the current AIDS epidemic.
I can identify what fraction of Europeans died as a result of the Black Plague.
I can identify what percentage of Europeans died as a result of the Black Plague.
I can identify possible biological causes of the Black Plague.
Found in Appendix F
Learning Management System
What is the Black Plague?
How did the Black Plague effect Europe socially?
How did the Black Plague effect Europe economically?
How did the Black Plague effect Europe politically?
How are the Black Plague and AIDS similar and different?
What fraction of Europeans died because of the Black Plague?
What percentage of Europeans died because of the Black Plague?
What are possible biological causes of the Black Plague?
Seating to minimize distraction
Read aloud test
Higher order thinking questions on test.
Set: “What are the two most likely causes of the Black Plague?” Students will be given a few moments to generate a response. Volunteer students may share their thoughts for class discussion.
The class will be divided into two equal teams.
The class will play “Keep It or Give It” as a review game for the test.
A single member of each team will be asked an academic question. For example, “How long ago did the Black Plague occur?”
The student with their hand up first will be allowed to answer the question. If they get it correct they get to decided whether to keep or give the slide they see on the Apple TV. If they are incorrect the other team gets an opportunity to answer the question, and then keep it or give it.
McDonalds (The student will judge whether to keep it or give it based on title alone, because that it all they see.)
“Eww, McDonalds is unhealthy. Lose 20,000 points.”
The second slide is applied to the team that kept or is given its contents.
After reviewing for about twenty-five minutes, students will take their test.
Students will receive the test in PDF Notes, downloaded from the learning management system, and will submit answers on the learning management system as well.
Students will be asked if there was anything unfamiliar on the test and the class will discuss any such questions.
Project Day 2—DocuDrama—See Unit Plan
Identify what you want to teach.Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
6.2.03 Understand the potential costs and benefits of individual economic choices.
6.5.15 Appreciate the shift in institutions from a church dominated society to the rise of science, philosophy, and art.
6.5.16 Understand the place of historical events in the context of past, present and future.
6.2.spi.6. Analyze how basic economic ideas influenced world events (i.e., supply and demand leads to exploration and colonization).
6.5.spi.11. identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, Medieval).
6.5.spi.12. recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, diseases).
Medicine: Compound used for the treatment or prevention of disease
Vaccine: Substance used to provide immunity against disease