PLAGUES, DISEASES & VACCINES
A LESSON IN PUBLIC POLICY
Presetented by: Ms. A. MOLINA
MOTT
HALL I
MICROBES HAVE LED TO PLAGUES TRHOUGHOUT HUMAN HISTORY
This was the conclusion drawn by David Bloom in his
article published in “World Economics” (July 2005)
“Since World War II, vaccination has had a major
impact on global health, as the following list of successes shows: • Smallpox,
which had killed two million people per year until the late 1960s, was wiped
out by 1979 after a massive worldwide immunization campaign. • The number of
polio cases fell from over 300,000 per year in the 1980s to just 2,000 in
2002.6 • Two-thirds of developing countries have eradicated neonatal tetanus. •
Since the launch of the World Health Organization’s Expanded Program on
Immunization (EPI) in 1974, the number of reported measles deaths has dropped
from 6 million to less than 1 million per year. • Whooping cough cases have
fallen from 3 million per year to less than a quarter of a million. •
Diphtheria cases have declined from 80,000 in 1975 to less than 10,000 today.
The homophiles influenza B (Hib) vaccine has reduced the incidence of Hib
meningitis in
All one can say is “amazing”! Lives
saved, economies grow and life improves for all who are lucky enough to have access
to vaccines which fight the
deadly microbe... Look at the following
table.
Table
1. The date of introduction of first generation of vaccines for use in
humans*
1798 Smallpox
1885 Rabies
1897 Plague
1923 Diphtheria
1926 Pertussis
1927 Tuberculosis (BCG)
1927 Tetanus
1935 Yellow Fever
After World War II
1955 Inject able Polio
Vaccine (IPV)
1962 Oral Polio Vaccine
(OPV)
1964 Measles
1967 Mumps
1970 Rubella
1981 Hepatitis B SMALL POX
This is NOT a complete list but only a sampling.
There are many more. Imagine the millions of people who are alive today because
of this.
However, the search for vaccines is never ending. New viruses evolve for
which there is no cure. Scientists must constantly find new vaccines to counter
the ever changing biological world. In this web quest, you will examine the
history behind the discovery of a vaccine that may be the cause you are here
today. That vaccine was POLIO. Then you will be asked evaluate current policies
toward vaccine discovery in general and HIV in more detail. You will become a
Public Policy Analyst and present your findings to United States Department of Health.
It is this government that initiates and funds health programs throughout the
country and the world. Your ideas may help save many more millions! Good luck!
1: You will write a short research paper of FIVE types written pages explain
the history of the discovery of the POLIO VACCINE. You will use the web sites
in the “resource section” of the web quest for information.
2: You will use the American History Public Policy Analyst methodology as
an outline for your paper. You must use illustrations, charts graphs etc. in
your paper.
3: You will then create a second
research paper that develops public policies that can be used to today to find
new vaccines and cures for devastating diseases such as HIV.
You will use the Public Policy Analyst for this paper as well.
4: You will present your findings for the second paper to the United
States Department of Health (your classmates) in the form of a Ten-minute
report. You should use charts or other props to illustrate your oral report.
The class will be divided into
groups of FOUR.
Each member of the group must
fulfill their given responsibilities. The group will decide the roles for each
member using the outline below. Each group member will be responsible for the TWO
Written Reports but their will be a group grade for the oral report
2: Individual responsibilities for
group members
Student # 1: Recorder &
Writer-This student will take notes on information gathered by group members
and help outline and organize the two written reports and the oral
presentation. These notes will also be used by each member to write their
individual papers. This student will also be responsible for coordinating the
completion of the Public Policy Analyst Worksheets for both papers
Student # 2: Researcher-This
student will do the research, with help of other members. He/she will search
the Internet and gather information that will be used to complete the
worksheets. There will be TWO sets of worksheets. One set will deal with the
History of Polio and the other will be concerned with present policy finding
new vaccines, especially for HIV.
Student # 3: Time keeper of organizer-Will keep the group on track. He/she will
assist in the research, lead & coordinate group meetings and be aware of teacher-made
deadlines and schedules. This student will also help in the completion and
organization of the worksheets
Student # 4: Presenter- This
student will be responsible to convey the group findings to the class. He/she
will be the main speaker in the Oral Presentation and will assign others their
subordinate roles for the oral presentation. The presenter will also be
responsible for creating the “props” for the oral presentation.
The presenter will coordinate the oral report
but all members will take part in some form.
ALSO NOTE: Each member of the group will submit a five
page paper on the “History of vaccines using the AHPPA and a short paper on HIV
public policy.
II: Each group member should do some research on all
the topics. As a group, you will
complete the worksheets (steps) in the AMERICAN HISTORY Public Policy Analyst and
the regular Public Policy Analyst for HIV.
III: Remember-THINK LIKE A PUBLIC POLICY ANALYST
You will use the FOUR-STEP procedure below to structure you
products and complete the research on “The History the Polio Vaccine”
LINKS AND WORKSHEETS
STEPS in the AHPPA 
1: Identify the Social
Problem (Polio)
2: Find Evidence or
impact of the Problem
3: Find the Causes
for the problem
4: Evaluate the Government
Policy toward finding a
THE SIX-STEP PUBLIC POLICY ANALYST
(This will be used to evaluate the
VACCINES & HIV)
LINKS AND WORKSHEETS
STEPS
1: Define the
Social Problem (For HIV)
2: Find Evidence
for the Problem
(In
GRAPHIC OF HIV VIRUS
3: Find the
Causes
5: DEVELOP YOUR GROUP’S
UNIQUE
Remember-work together and coordinate all
efforts
IV: You will complete ALL the worksheets on the links
To the PPA and these
will be used as resource
Material for your
products
V: You will be graded by the
Rubrics in the
“Evaluation” section of the web quest
VI: You will use the INTERNET RESOURCES given
below, along with printed material to
complete the
Worksheets and products.
GENERAL SEARCH ENGINES
SPECIFIC WEB SITES (POLIO)
Polio-history & time
line with links
General
Information on Vaccines
SPECIFIC WEB SITESVACCINES & HIV
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces no more than one word.
|
Often
mumbles or can not be understood OR mispronounces more than one word. |
|
Props |
Student
uses several props (could include costume) that show considerable
work/creativity and which make the presentation better. |
Student
uses 1 prop that shows considerable work/creativity and which make the presentation
better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. USES ALL
PPA WORKSHEETS |
Shows a
good understanding of the topic. USES MOST
OF THE PPA WORKSHEETS |
Shows a
good understanding of parts of the topic. MISSING
TWO WORKSHEETS |
Does not
seem to understand the topic very well. MAKES
LITTLE USE OF PPA WORKSHEETS |
GRADING: “A” = 21-24 POINTS “B”= 16-29 POINTS
“C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 SATISFACATORY
|
2 NEEDS IMPROVEMENT
|
1 UNSATISFACTORY
|
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. Uses all PPA worksheets |
Information
is organized with well-constructed paragraphs. Uses all PPA worksheets |
Information
is organized, but paragraphs are not well-constructed. Use some of the PPA
worksheets |
The
information appears to be disorganized. Makes no use of PPA worksheets |
|
Amount
of Information |
All topics
are addressed and all questions answered with at least 2 sentences about
each. |
All topics
are addressed and most questions answered with at least 2 sentences about
each. |
All topics
are addressed, and most questions answered with 1 sentence about each. |
One or
more topics were not addressed. |
|
Sources
|
All
sources (information and graphics) are accurately documented in the desired
format. |
All
sources (information and graphics) are accurately documented, but a few are
not in the desired format. |
All
sources (information and graphics) are accurately documented, but many are
not in the desired format. |
Some
sources are not accurately documented. |
|
Paragraph
Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet
Use |
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
Date Created:
Mar 18, 2006 03:58 pm (CST)
GRADING: “A” = 21-24 POINTS “B”=
16-20 POINTS
“C”=
11-15 POINTS “F”=BELOW 11
POINTS
You should have learned, from this
web quest, that finding vaccines that combat deadly illnesses is essential for
all who inhabit the planet. Diseases kill indiscriminately. They affect the
young, old, new bourns, males and females. Moreover, viruses constantly change.
What is curable today is deadly tomorrow. Science must be an active partner in
maintaining a healthy life for all. These heroes, who find vaccines must be
encouraged and supported. There are many Jonas Salk’s in
Without government policy, it is very unlikely that and AIDS vaccine,
or any other cures for disease will be found. Private companies can fund
research but they must make a profit and research, often is not profitable. So
it is up to the government and YOU, who to make our representatives aware of
the need for effective policies in vaccine research. You now have learned the
critical importance of the Public Policy Analyst in our society. Let’s hope you
can make a change! Thanks for your participation! Stay aware and stay active!
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for
information and understanding. As listeners and readers, students will collect
data, facts, and ideas; discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will Students use oral and written
language that follows the accepted conventions of the English language to acquire,
interpret, apply, and transmit information.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Social Studies
Standard 2: World History & Vaccines
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives as they pertain to the finding of vaccines and disease cures
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to
demonstrate their understanding of the necessity for establishing governments;
the governmental system of the