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Abstract
Medical treatment in the early 20th century did not include the
use of antibiotics for venereal diseases, infections, etc. Neither
was the study of pathological origins of diseases as advanced as it
would be in the latter half of the century. Soldiers died from
simple bacterial-related illnesses more often than they did from
wounds. The advent of gas and trench warfare accelerated casualties
on both sides. Although the statistics of gas-related deaths and
disabilities are available, not much has been studied as to how many
civilian and veteran lives were impacted by illnesses and deaths
from World War I, including the viral crisis of the Spanish Flu in
1918. Without the mass transport of soldiers from Europe to the
U.S., how well could the virus spread? How many soldiers lived in
poverty from their war-related injuries after the war? How many
widows and orphans lives were turned upside down? What overall
effects did human costs have in the next twenty years?
Lesson fundamental understandings:
Essential
Questions: · The lesson will begin with a medical
chart analysis of WWI maladies and treatments to illustrate the
longer-term effects of global warfare. It is important to evaluate
deaths and disabilities on a microscopic scale first to better grasp
the bigger picture of a national crisis of millions suffering
devastation and how it impacted the economy, social structure, and
foreign policy.
* Students will gain an understanding of the
awesome impact that warfare has on society in relation to: the
individual (family unit), economy, society, politically,
technologically.
Essential Question:
1. What are the costs
of warfare and what generalizations can be made about the war (World
War I)?
2. How did World War change American society?
Standards
National Standards 1. History Standard
3-D: Draw comparisons across eras and regions in order to define
enduring issues as well as large-scale or long-term developments
that transcend regional and temporal boundaries. 2. History Standard
4-B: Obtain historical data from a variety of sources, including:
library and museum collections, historic sites, historical photos,
journals, diaries, eyewitness accounts, newspapers, and the like;
documentary films, oral testimony from living witnesses, censuses,
tax records, city directories, statistical compilations, and
economic indicators. 3. History Standard 4-C:Interrogate historical
data by uncovering the social, political, and economic context in
which it was created; testing the data source for its
credibility,authority, authenticity, internal consistency and
completeness; and detecting and evaluating bias, distortion, and
propaganda by omission, suppression, or invention of facts. 4.
History Standard 4-E: Employ quantitative analysis in order to
explore such topics as changes in family size and composition,
migration patterns, wealth distribution, and changes in the economy.
State Standards 1. Frame and evaluate
historical questions from multiple viewpoints (History 2.12.1). 2.
Integrate, analyze, and or organize historical information from a
variety of resources. (History 2.13.3). 3. Analyze and interpret
historical content from informational tools: charts diagrams graphs
maps tablets 4. Describe the causes, course, character, and effects
of World War I including: -imperialism -weapons and tactics. 5.
Describe the causes, course, character, and effects of World War II:
-legacy of World War I -United States changing world status.
Lesson
Prerequisite Skills
This is lesson #4 of 6. The students will have basic computer
skills and an acquaintance with Internet-based research and an
ability to evaluate the accuracy and reliability of encountered
works. The students will have high school reading ability (reading
levels 6-12) and demonstrate analytical skills.
Teacher
Information/Situations/Setting/Time · Time Frame- 2
days
· Materials- computers for every 2 students and Internet
access, Medical Chart worksheet and Long-Term Effects worksheet
·
Resources- see direction sheet for specific websites
Assessment
Consider these points in the grading criteria:
1. Points will
be awarded according to chart completion and an analysis on the
Long-Term Effects worksheet. Students will be able to draw
conclusions from their investigations, and support them with the
data outlined on the answer sheet and from the web site.
2.
Completeness and Accuracy-Excellent, Satisfactory, or
Unsatisfactory.
3. Point value to be determined by individual
instructors. (See attached sheets and URL listings)
Student Activity/Tasks The following
directions are listed on Worksheets attached:
*Log onto the
website and then complete the chart where a blank has been left.
Afterward complete the follow up questions by referring to the
statistical data found at the second website.
1.http://www.ku.edu/carrie/specoll/medical/medtitle.htm
2.www.spartacus.schoolnet.co.uk
Please note:
Worksheets are self explanatory and detailed
further on the Powerpoint presentation in the introduction section
of the unit.
Enrichment/Alternate Activity:
For further discussion, log on to the website"The Present-Day
Signiificance of Fritz Haber", to discuss the goals of the
German inventor of poison gas and his psychological desvastation
after Germany's defeat. *Questions for guiding the discussion: 1.How
did Fritz Haber internalize Germany's defeat? 2.Do you think that
Fritz Haber's reaction was common to the German people? 3.What were
the justifications presented for the use of /invention of poison
gas? 4.What other technologies can you think of that are similar in
impact to poison gas? (e.g.Timothy McVeigh modern connection)
5.Define what the psychological stigma to using baterial warfare
presents itself in future wars.
Cross-Curricular:
Logic: deductive reasoning. Science: Scientific Method. Math:
Analysis of statistical data and demographics. Forensics/Language
Arts: Ability to explain to hypothesize and synthesize information.
Technology
Requirements/Tools/Materials
1. Technology Requirements:
Students should have basic
computer skills. Hopefully, they have used the Internet before to
surf through specific websites for classroom activities. The
individual instructor should plan some type of lesson or discussion
which will clarify Internet reliability and the individuals site
licenses available to access that information.
2. Technology
Integration:
Students will utilize information available on
Great War websites to coordinate classroom activities in order to
complete charts, questions, and any enrichment activity the teacher
sees fit to incorporate.
Acknowledgements:
Medical Front website:
This website will be used to complete the assignment. Many thanks
to the site designer. We found it to be graphic, humorous and
insightful.
Spartacus Educational.
Also see attached resource
list to unit for more URL sites and resource information.
Additional Resources
Main
URL:
Related Lessons
Related Resources
Diagnosis
and Remedy Chart of the Great War
Medical
Front Medical Chart Direction Sheet
Remedy
Chart WWI Answer Key
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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