Download Lesson 2 – Explore: Reasons diseases become epidemic

The Human and Animal Connection!
By Sara Chavarria
Time Line
50 minutes
Prep Time
Make copies of Handout 1 for each
student. (Optional: make copies of
Overheads 1 and 2 for each student.)
Print overhead copies and the Answer
Key to Handout 1.
Materials Needed
Overhead 1:Understanding CONCEPT
MAPS
Overhead 2: CONCEPT MAP:
DOMESTICATION AND DISEASE
Handout 1: Domestication and Disease
Handout 1: Answer Key
Abstract
This lesson will introduce the idea of a connection between human diseases and the
domestication of animals. The diagram used will have been introduced in the 2 nd quarter so this is
re-visited but with a different focus. The mechanism of transmission of diseases between animals
including humans (zoo noses) is not described in the lesson, but it should be addressed within
the science classroom.
Objectives
Students will infer the connection among humans, animals, and disease through the interpretation
of concept maps.
Standards
Standards in Historical Thinking
3E – Analyze cause-and-effect relationships and multiple causations, including the
importance of the individual, the influence of ideas, and the role of chance.
3J – Hypothesize the influences of the past.
4A – Formulate Historical questions
5A- Identify issues and problems of the past.
Teacher Background
Activity (Note-taking using Concept Maps)
1. Setting the stage. In order to understand the reasons why diseases occur, a quick review
of where they originate may offer clues later in the quarter as students investigate
diseases and possible preventative measures. Start by displaying Overhead 1. Read the
text with the students and then trace how the text was used to create a concept map that
more clearly displays the relationship to movement, food source and contamination of
water during prehistoric nomadic times. (5-7 minutes)
2. Project overhead 2 (Domestication and Disease Concept Map).
3. Give each student a copy of Handout 1. As they read the left column of text they will
answer the questions posed on the right using the concept map. (Use Overhead 2 for
Questions 1-8). Make this a class project to help students follow the concept map. The
point is for them to see how interrelated the relationship is among humans, animals and
germs.
4. When done with questions 1-8, go over the answers with the students.
5. Now re-display Overhead 1 and have them answer Question 9.
6. On the back of the sheet continue with notes. Begin with the following statement: All of
this domestication and settling down poses a new problem in regards to infectious
diseases. Because of people’s close proximity to animals, many researchers and
scientists believe they exposed themselves to the development of deadly infectious
diseases like Smallpox, Measles, Influenza, and Tuberculosis. To make the problem
worse, infectious diseases thrived in cities with high population densities, so now that
cities existed so did these deadly diseases.
7. Continue with notes by defining why an infectious disease is worth noticing. Have
students write this down in their notes.
Spread fast and furious from
infected persons or animals to
nearby healthy people, thereby
attacking a whole population.
Are acute which means people
either die or recover.
Infectious
Diseases
If people recover they may develop
antibodies that build immunity
against future occurrences.
8. Transition. Now that infectious disease is defined, the class will return to the reasons why
diseases occur. These are the reasons that make history interesting because it is not
only the action of humans that impacts history, but also the interaction of human
practices and responses with the influences of the world around them that shapes
history.