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Global Voices Elementary Activities: Cholera in Haiti

Global Voices Elementary Activities: Cholera in Haiti

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05/16/2012

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Global Voices Information Sheet
 Haiti
 –
Cholera Epidemic
 
Courtesy of www.bbc.co.uk 
Cholera
Cholera is an intestinal infection caused by the bacterium,
Vibrio cholerae 
, andtransmitted through contaminated supplies of food and drinking water.
An outbreak of cholera can spread quickly in areas with poor sanitation and tainteddrinking water supplies, and usually through the faeces of patients.
Symptoms include severe diarrhea and vomiting, and children and the elderly arevulnerable to dehydration as well. Once a person is infected with cholera, the bacteriacan stay in their faeces for up to two weeks.
Cholera is usually treated with antibiotics, although in severe dehydration cases patientsmay need intravenous fluids.
Cholera in Haiti
 
Ten months after the earthquake in Haiti, the country is now struggling to recover from anoutbreak of cholera.
Since October, when the disease was first detected, the Haitian government hasconfirmed that more than 15,00 people have died. At the moment, Haiti is facing ashortage of nurses and doctors, and necessary supplies to stem the epidemic.
Nearly 28,000 people have been treated in hospital with cholera symptoms, and theepidemic is spreading twice as fast as had been estimated.
The United Nations has appealed for $164 million in aid to help Haiti combat theoutbreak. In response, the World Bank has announced a grant of $10 million inemergency aid to Haiti.
Key Terms
 
microorganism
 
 –
an organism that is too small to be seen by the unaided eye
 
epidemic
 –
 
a widespread outbreak of an infectious disease that affects a large number ofpeople at the same time
 
contamination
 –
 
introduction of an infectious organism, such as a bacterium or virus,into food or water, which may then pass to a person
 
 
antibiotics
 –
 
a drug used to treat infections caused by bacteria and othermicroorganisms
 
 
sanitation
 
 –
the process of keeping drinking water, foods, or anything else with whichpeople come into contact, free of microorganisms such as bacteria
 
 
 
1 of 4
Global Voices Elementary Educator Resources
 
Themes and Course Connections
Haiti, development, community, solidarity, sustainability, poverty, culture, naturaldisasters, human needs, current events, rehabilitation, and change.
Curriculum Connections: Social Studies, Science and Technology, Language, the Arts.
Materials
Mural materials: brown craft paper, paint, paintbrushes, markers, glue, scissors, etc.
Blackboard
Writing utensils
Paper
Global Voices column
Specific Expectations and Learning Goals
Students will:
Develop and express appropriate responses to issues and problems.
Reassess their responses to issues on the basis of new information.
Demonstrate appropriate research skills by compiling a range of data from a wide varietyof print and electronic resources.
Participate in active group work and class discussions.
Communicate effectively in written and spoken language or other forms of expression.
Demonstrate the ability to think critically.
Develop, express, and defend a position on an issue and explain how to put the ideasinto action.
Knowledge and Understanding
1. Haiti Commons (estimated time: 10 minutes)a. Ask students to sit in a circle.b. Explain that you will say a word and then each person will respond with the firstword or statement that comes to mind.c.
Say the word, “Haiti”. Go around the circle to give everyone a chance to respond.
Note to Educators:
The following activities are designed to stimulate a current events discussion. Generative in nature,these questions can be a launching point for additional assignments or research projects.Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.In some cases, reading the article with students may be appropriate, coupled with reviewing theinformation sheet to further explore the concepts and contexts being discussed. From here,teachers can select from the questions provided below. Activities are structured to introducestudents to the issues, then allow them to explore and apply their learnings. Extension andconclusion activities are included to challenge students and finally, encourage them to reflect on theissues at hand.Since these activities are designed as discussions rather than formal lessons, assessmentstrategies are not included.
 
 
2 of 4d. When the sharing circle is complete, lead a more guided discussion about Haitiusing the following suggested questions:i. Where is Haiti located?ii. What language is spoken in Haiti?iii. What are residents of Haiti called?iv. What happened in Haiti on January 12, 2010?v. Had you heard of Haiti before January 12, 2010? If so, what had youheard about this country?vi. What are some of the reasons why the damages of the earthquake wereso fatal?vii. What have you heard about Haiti recently? Are the problems over?
Thinking
1. Guided Reading: Global Voices column (estimated time: 20 minutes)a. Have students sit in a circle and distribute one copy of the Global Voices columnto each student.b. Pre-reading steps:i. Make predictions: ask students to read the title of the column and viewthe pictures. After doing so, ask them to make predictions over what thecolumn is going to be about.ii. Introduce vocabulary: skim the column finding key vocabulary as well asdifficult words. Ask students to predict the meaning of each word beforeexplaining it to them.iii. Prior knowledge: ask students to discuss what they already know aboutthese topics.c. Reading steps:i. Go around the circle and have each student read a section of the columnto the class, giving everyone a turn to read.ii. As students are reading, offer guidance and coaching by providingprompts, asking questions, and encouraging attempts at reading strategyapplication.d. Post reading steps:i. Encourage students to provide a summary of the column in order toensure they have understood the series of events.ii. Ask questions about the text to judge comprehension.
Communication
1. Media Literacy (estimated time: 15 minutes)a. Divide the class into small groups and distribute chart paper to each group.b. On the chart paper, ask each group to write the heading of the column in thecenter of the page.c. Creating a word web, ask each group to write all the words that come to mindafter reading the column around the center title.d. When students have completed their word webs ask them to answer thefollowing questions in their groups:i. What is the title of this column?ii. What is the message of the column?iii. Who created this message?iv. What creative techniques are used by the writer to attract my attention?v. How might other people understand this message differently than me?vi. What values, lifestyles and points of view are represented in thismessage? Which ones are left out?vii. What statistics or facts are listed in the column?viii. Why has this message been created?ix. Do you agree with this message?

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