Students brainstorm diseases that have changed the course of world history. Then they examine components of world health and focus on infectious disease (smallpox), indirect human health issues (avian flu), and environmental problems affecting global health (access to clean water). Next they describe international health organizations as examples of global cooperation. Finally, they create a primary source artifact about life during the COVID-19 pandemic.
Students read an introduction explaining how infectious diseases and other health threats cross national borders and why global health issues matter. They review the lesson objectives, then respond to a word cloud prompt by naming one or more diseases that have significantly changed the course of world history.
Teacher MovesIntroduce the experience using the overview and objectives, then review student word cloud responses, highlighting examples such as smallpox, bubonic plague, Spanish influenza, and COVID-19 to set up later exploration of global health.
Students read an explanation of global health and its key components, then examine three examples: infectious disease (smallpox), an indirect human health issue (avian flu), and an environmental health issue (access to clean water). They watch 2020 - 40th anniversary of smallpox eradication to see how global cooperation led to the eradication of smallpox, read The egg shortage won't end anytime soon. Here's why. to understand how avian flu affects food supply and economies, and read Drinking-water to learn how lack of clean water spreads disease and harms communities. They complete a graphic organizer by summarizing the main idea of each example.
Teacher MovesEmphasize that global health involves more than treating individual diseases, including economic, environmental, and social dimensions. Use student entries in the graphic organizer to check understanding of each example and to reinforce how global cooperation and prevention efforts are central to addressing these issues.
Students explore the websites of several international health organizations—World Health Organization, The Global Fund, Global Polio Eradication Initiative, Pure Water for the World, and Wellcome Foundation—to see how they address global health challenges. They then post to a discussion wall explaining in their own words why global cooperation is necessary to address global health issues.
Teacher MovesPrompt students to identify reasons global cooperation is needed, such as pooling research and knowledge, preventing the spread of diseases and other health issues, providing humanitarian aid, and promoting global stability. Use their wall responses to surface these ideas and connect them back to the organizations they explored.
Students reflect on how the COVID-19 pandemic affected their own lives, families, schools, communities, and the wider world, considering physical, mental, economic, and social impacts. They create a primary source about their life during the pandemic—such as a story, song, collage, or diary entry—and share it on a discussion wall or by posting a link. They then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesRemind students that their creations are primary sources because they personally experienced the events they describe. Give students time to share and review each other’s work, and invite them to reflect aloud on the varied ways the pandemic affected their lives.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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