In this lesson plan, students will analyze some of the tools and remedies that doctors used during the 1800s and compare them to today’s technology.
Created by Laurie Gallant, December 2007
The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
TEKS §113.23. History, Grade 7. (b)(5)(B)
The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets.
TEKS §113.23. Ecomomics, Grade 7. (b)(13)(C)
The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
- compare types and uses of technology, past and present;
- identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham, Michael DeBakey, and C.M. "Dad" Joiner.
TEKS §113.23. Science, technology, and society, Grade 7. (b)(20)(A, B)
The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
- differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
- analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
TEKS §113.23. Social studies skills, Grade 7. (b)(21)(A, B)
The student communicates in written, oral, and visual forms. The student is expected to:
- use standard grammar, spelling, sentence structure, and punctuation;
- transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
TEKS §113.23. History, Grade 7. (b)(22)(B,C)
THINGS ASSOCIATED WITH: _____________________________!
- Divide the class into pairs. One student should face the overhead screen and the other should face the opposite direction. Project the “Things Associated with the Civil War” and “Things Associated with Doctors” documents on the overhead.
- Instruct them that the person facing the screen will look at the first concept and begin to give clues that will help their partner give the answer. They may give examples of the word, but cannot use any part of the term in their clue.
- As a pair gets the right answer, the partner facing the screen should continue to the next term until they finish. Skipping a word is allowed, but students must have all terms before they signal that they have won.
- Teams will signal they are done by the student facing the screen raising their hand.
- Teachers may allow the other teams to continue and have the winning team explain how they came up with their clues and answers, or stop the game when the first team wins and have them explain the answer.
- Look at the Links that are listed above, and discuss with the students what they see. Have the students write the names of the instruments that they know.
- Ask the students to answer the following questions: What is the purpose of the instrument? Is the instrument still in use today, or was it used incorrectly during the 1800’s? What about the doctor patient confidentiality practice? Was it in existence in the 1800’s? Look at the letters that Doctors wrote to each other. Would that happen today? Why or why not?
Assessment:
Based on the information that the students have looked at on the website and information that they have read, have the students create a Venn diagram that shows how Medicine and Medical tools have changed or stayed the same since the Civil War. Students should use specific examples (i.e., blood letting and now blood transfusions, etc.).
Extension:
- Have the school nurse or another medical professional come in and talk to the students about the medical field.
- Have students research the accomplishments of Dr. Debakey and other prominent Texas Doctors and present a certificate of accomplishment in their honor or memory.
Modifications:
Have students think about what life was like during the late 1800’s to the year 2007. If they were to be ill, would they rather be ill with modern medicine, or earlier times? Have students validate their positions with examples from the lesson
Supplemental Information:
This lesson can be easily taught in conjunction with a Unit on the Civil War. The film Glory has an excellent scene where they are amputating a soldier’s leg behind a screen, but the camera scans over the bloody water, dirty surgical tools, and towels.
