Do No Harm 74
Subunit 3—Medical Decisions
they needed vaccinations? Are vaccines needed for diseases that people rarely get anymore in the United States, such as mumps?
Ask students who makes and provides these vaccines—government, cor- porations, or hospitals? After fielding responses to this question, pass out “The Rush to Vaccinate” opinion piece (or have students print it from the Internet).
Tell students that many vaccines have a controversial history and that there are groups that oppose mandated vaccination. One of the latest controversies deals with the Gardasil vaccine. Provide basic information about the vaccine and have students read and analyze “The Rush to Vac- cinate” article and then write a one- to two-page report. In their report, students should explain what the argument is. What is the supporting evidence? What is the author’s tone? Who is the author? Is she credible; are her arguments credible? Why or why not? What makes someone or an argument credible? Finally, the students should explain their position and why they have chosen it. They can also support it with information gathered from other sources.
Alternatively, students can read the article and complete the Mandatory Immunization, or Not? worksheet.
Lesson Closure
Tell students that vaccines not only protect the person receiving the vaccination but also protect other people. Vaccines have reduced the threat of disastrous infectious diseases such as measles, polio, and small- pox. Smallpox was responsible for an estimated hundreds of millions of deaths throughout history until it was globally eradicated through worldwide vaccination efforts.
Possible Prior Misconceptions
Students should understand the difference between viral and bacterial infections: Bacterial infections can be treated with antibiotics, while viruses are usually battled by the infected individual’s immune system and/or antiviral drugs (if available). Therefore, one of the best defenses against viruses is immunity through vaccination.
Students may think that anything published in a newspaper is unbiased.
Student Assessment Artifacts
One– to two–page report
Mandatory Immunization, or Not? worksheet
Variations and Extensions
Articles about other vaccinations can be analyzed. A few controversial vaccines include
• Polio: Vaccines contaminated with monkey SV40 virus given to humans.
Mandatory Immunization
• HIV/AIDS: Controversy surrounding ethics in vaccine testing in Af- rica and Thailand.
• MMR: Issues surrounding the purported link between the measles, mumps, rubella (MMR) vaccines and autism.
nAtiOnAl
ncte Standards for the english language Arts
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to cre- ate, critique, and discuss print and nonprint texts. 7. Students conduct research on issues and interests by
generating ideas and questions, and by posing prob- lems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoy- ment, persuasion, and the exchange of information).
StAte
List your state-specific standards in the space below.
National and State Academic Standards
Mandatory Immunization
L E S S O N 3 . 3
nAtiOnAl
ncte Standards for the english language Arts
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to cre- ate, critique, and discuss print and nonprint texts. 7. Students conduct research on issues and interests by
generating ideas and questions, and by posing prob- lems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoy- ment, persuasion, and the exchange of information).
cAliFORniA
english language Arts content Standards
Reading
2.3 Generate relevant questions about readings on issues that can be researched.
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 2.7 Critique the logic of functional documents by examining
the sequence of information and procedures in anticipa- tion of possible reader misunderstandings.
2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between general- izations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the struc- ture and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).
Name __________________________________________________ Date _____________ Period __________
Do No Harm © 2007 ConnectEd: The California Center for College and Career Do No Harm 76