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Participant Name(s): Patty Bruce, Carla Morandi
|
The Last Great Canal Curriculum Project Overview Biology
lessons which explores bacteria born diseases and the role of the I&M canal in
cholera outbreaks. |
|
|
Unit/Lesson Title: Bacteria/ The Spread of
Cholera Across the U.S. |
|
|
Intended Grade Level: 9-10 |
Approximate length: 2-3 days |
|
Applicable Standards 11.A.4a Formulate hypotheses referencing prior
research and knowledge. 11.A.4b Conduct controlled experiments or
simulations to test hypotheses. 11.A.4c Collect, organize and analyze data
accurately and precisely. 12.A.4b Describe the structures and
organization of cells and tissues that underlie basic life functions
including nutrition, respiration, cellular transport, biosynthesis and
reproduction. |
|
|
Goals/Objectives: 1. Identify the cause and symptoms of Cholera. 2. Understand how the I & M canal
contributed to the spread of cholera. 3. Understand how disease is spread. 4. Have an understanding of cholera outbreaks
today/ relate to current events |
|
|
Procedures 1. Students will read a paragraph on a cholera
outbreak in the 1840’s in the U.S. 2. Students will read maps and predict how
cholera moved throughout the country 3. Students will participate in a lab activity
that demonstrates how disease is spread 4. Students will discuss the differences
between the outbreaks of 1800’s and now using a current article. |
|
|
Materials (handouts, worksheets, equipment, etc.) 1. Cholera article 2. Maps of cholera outbreak 3. lab activity 4. 2 small Dixie cups per student 5. baking soda 6. phenolphthalein pH indicator 7. small container with eye dropper for
phenolphthalein 8. 1 Liter container for mixing basic solution |
|
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Resources (traditional & electronic) Journal of IL History, Volume 7. Number 2,
Summer 2004 Challenging Chicago: Coping with Everyday
Life, 1837-1920. Perry R. Duis Maps showing the movement of Cholera from
Canal Binder Tsunami could dredge up new diseases: January
7, 2005, NewScientist.com news service. Shaoni Bhattacharya |
|
|
Assessment(s) 1. Lab activity and questions 2. Class Discussion |
|
CHOLERA AND THE ILLINOIS MICHIGAN CANAL
1840’S
Cholera is an acute intestinal disease caused by
Vibrio cholerae, a bacterium. It has a short incubation period, causing an
acute intestinal infection caused by eating food or drinking contaminated water
containing the bacteria. Symptoms include vomiting, and a watery diarrhea
leading to severe dehydration. Death is likely if no treatment is given. The
bacteria can be found in a person’s feces for up to fourteen days even if the
person doesn’t show signs of the disease.
Cholera remains a global threat today and is a
key indicator of social development. In countries where minimum standards of
water treatment are available, the disease is not a likely problem. In
countries where safe sanitation cannot be guaranteed cholera continues to be a
threat today.
In 1849, the John Drew, a canal boat bringing
travelers from New Orleans via the newly opened Illinois Michigan Canal,
arrived in Chicago with six or more English emmigrants who were said to be sick
with “ship fever”. Seventeen days later the English visitors died. A reporter
of the time concluded there was no reason to suspect Cholera as the culprit.
Within a few months, more than six hundred people died, and within three years,
over twelve hundred more died of cholera. The cholera epidemic swept across
much of the United States in the ensuing years.
Look at the maps showing the movement of Cholera
in 1832, 1849, & 1866.
Why was Cholera localized in the eastern part of
the country in 1832?
What event may have been responsible for the
movement of Cholera westward by 1849?
Describe the geographic movement of Cholera
across the United States in 1866.
READ THE FOLLOWING ADVERTIZEMENTS FOR MEDICINES
TO TREAT CHOLERA AS FOUND IN NEWSPAPERS IN 1849.
DIARRHEA, DYSENTERY, CHOLERA, ETC.
The best, safest and most economical preventive
and cure
Is becoming the most popular remedy of the day
KIRBY’S MAGIC CHOLERA DROPS
For the immediate cure of summer complaints,
diarrhea,
Dysentery, cholera, cramp in the stomach and
similar complaints
Of the stomach or bowels. Used in drops-not
quarts. One drop is almost
certain to calm the severest case. It has cured
aged individuals who thought
they were too old for medicine to relieve.
CHOLERA……..A SURE REMEDY! A PREVENTIVE! A CURE!
Captain Broadwell of the steamer Atlantic, a New
Orleans packet, informed us
that there were several cases of cholera on
board and they were given
DAVIS PAIN KILLER
The pain killer was used with complete and
triumphant success. Should this disease
make its appearance among you, as it probably
will, you can be confident that using
the Pain Killer will cure you quickly.
CHOLERA PREVENTED! DOCTOR OSGOOD’S INDIA CHOLA
OIL
is the medicine that will do it. Take a dose of
this every morning and evening,
and with common care to avoid exposure all
apprehensions of the disease may be avoided.
QUESTIONS:
If you were a patient with cholera in 1849-
would you be tempted to purchase any of the above medicines? Explain some of
the things people didn’t know about Cholera back in the 1840’s.
List and explain at least three things we know
now that would disprove the use of these medicines to treat cholera.
Name __________________________
How is Cholera Spread?
An Infectious disease is any disease caused by
germs that can be spread from one person to another. Germs include viruses,
bacteria and protozoa. Cholera is a type of disease that is spread through water,
food, or from person to person.
Objective: simulate the spread of disease
through a population.
Instructions
Obtain a cup filled with a clear solution. This
solution represents your body. One person in the class will have a cup that has
been “infected.”
Interact with two other students by pouring all
of your solution into your partner’s cup. Then have your partner pour all of
the mixed solution back into your empty cup. Finally, pour half of the mixed
solution back into your partner’s empty cup. After you have finished your two
interactions, return to your seat.
Estimate how many people you think will be
infected ________.
An “infection indicator” will be placed in your
cup by your teacher. If you have exchanged solutions with the original infected
person or someone else after they became infected, you are now infected and
your solution will turn red. If your solution in not infected, it will stay
clear.
How many people in the class were infected? ______________
Obtain a fresh cup from your teacher and repeat
the process. This time interact with three other students.
Estimate how many people you think will be
infected after three interactions. ______________
How many people were actually infected?
______________
Draw a graph to show your results. Place the
number of people infected on the y-axis and the number of interactions on the
x-axis
Discussion questions:
How many
interactions do you think it would have taken before the whole class became
infected? _______________
What are some
ways that infectious diseases are transmitted from one person to another?
What are some
ways you can prevent the spread of infectious disease?
What factors
may influence your risk of getting an infectious disease?