Themed Unit Plan: Child Survival

Adapted from Concern Worldwide Student Resource Guide on Child Survival: Focus on Rwanda

TABLE OF CONTENTS

CCSS/National Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Bloom’s Taxonomy of Cognitive Domain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lesson 1: What is Child Survival?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson 2: Exploring Problems and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Lesson 3: Child Survival and the MDGs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Lesson 4: Culminating Activity- Mass Media Campaign. . . . . . . . . . . . . . . . . . . . . . . . . . 10

List of Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Student Activity #1: Video Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Student Activity #2: Map: Child Mortality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Student Activity #3: Problem/Solutions Card Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Student Activity #4: Matching Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Activity #5: Chart: Development Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Student Activity #6: Human Barometer Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Student Activity #7: Making a Mass Media Campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

SUBJECT: Social Studies – Global Studies GRADE LEVEL: 9-12 (some lessons are appropriate and easy to adapt for grades 6-8) MATERIALS: Projector, markers, poster paper, chalk/white board, copies of student handouts, computer access for student research, GCC Child Survival: Focus on Rwanda guide, and GCC Child Survival Video GOAL: Students will understand and be able to analyze the child survival crisis and how it impacts children under five around the world.

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Themed Unit Plan: Child Survival

LEARNING STANDARDS:

Lesson Common Core Reading Standards for Literacy in

History/Social Studies 1 2 3 4

Standard 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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Standard 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence.

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Standard 7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.

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Standard 9. Integrate information from diverse sources into a coherent understanding of an idea or event.

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National Council for Social Studies’ National Curriculum Standards 1 2 3 4

Understand that global connections are rapidly accelerating across cultures and nations and can have both positive and negative effects on nations and individuals.

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Understand the solutions to global issues may involve individual decisions and actions, but require national and international approaches.

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Understand that individuals, organizations, nations, and international entities can work to increase positive effects of global connections, and address the negative impacts of global issues.

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Use maps, charts, and databases to explore patterns and predict trends regarding global connections at community, state, or national level.

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Analyze the causes and consequences of persistent, contemporary, and emerging global issues, and evaluate possible solutions.

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Describe and evaluate the role of international and multinational organizations in the global arena.

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Identify concerns, issues, conflicts, and possible resolutions related to issues involving universal human rights.

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Themed Unit Plan: Child Survival

BLOOM’S TAXONOMY OF COGNITIVE DOMAIN:

Level Bloom’s Definition L1 L2 L3 L4

Knowledge Remember previously learned information

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Comprehension Demonstrate an understanding of the facts

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Application Use learned material in new and concrete situations

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Analysis

Break down objects or ideas into simpler parts and find evidence to support generalizations

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Synthesis Compile component ideas into a new whole or propose alternative solutions

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Evaluation Make and defend judgments based on internal evidence or external criteria

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Themed Unit Plan: Child Survival

Lesson 1: What is Child Survival? Objective(s):

Students will be able to define child survival and child mortality.

Students will be able to identify the causes of child mortality and its impact on people in the developing world.

Students will be able to analyze the complexity of the global health crisis and the challenges to overcoming it.

Students will be able to find practical solutions towards ensuring all children under five have access to health care.

Vocabulary: child survival, child mortality Materials needed: GCC Child Survival Video; chart paper (optional); Student Activity #1; Student Activity #2 Time: 50 minutes Introduction: (5 minutes)

1. Introduce the issues of the day as “child survival” and “child mortality”. Ask students to define the terms and write all student responses on the board or chart paper.

2. Explain to students that “child survival” refers to efforts to protect children from illness during their first five years of life. “Child mortality” refers to the rate of children under five who die each year and is calculated by counting the number of children who die out of every 1,000 babies born.

Lesson/Activity: (35 minutes)

3. Distribute the Student Activity #1 handout <see attached> to the class. Use the pre-viewing questions as a class discussion or as individual brainstorming before starting the video. Ask students to take notes and to answer the questions as they watch.

PRE-VIEWING QUESTIONS: (For class discussion or individual brainstorming)

i. Children, especially those under the age of five, are particularly susceptible to disease and illness. Why do you think that is?

ii. Do you think child mortality and poverty are linked? Why or why not?

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Themed Unit Plan: Child Survival

4. Show students the GCC video on child survival. Please note that after Chapter 1, the video should be paused to allow students to answer question 4, and then proceed to the second half of the video.

5. At the end of the video, students are instructed to come up with an action plan to ensure children in Rwanda have access to quality health care. Encourage students to write down their ideas and then share their plans in small groups of four to five people.

Exit Ticket/Homework (10 minutes)

Have students select one recommendation from the video or from the group discussion (it can be theirs or someone else’s) and have them write a brief explanation as to why they think this is a good or bad idea for improving children’s access to health care.

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Themed Unit Plan: Child Survival

Lesson 2: Exploring Problems and Solutions Objective(s):

Students will be able to use a map to identify the regions with the highest and lowest child mortality rates.

Students will be able to match problems associated with child mortality to appropriate solutions. Students will be able to explain the causes of seven diseases that affect children and how these

diseases impact communities.

Vocabulary: Child mortality rate, malnutrition (lack of basic nutrients needed to survive), neonatal causes (illnesses related to birth), measles Materials Needed: GCC Child Survival: Focus on Rwanda Guide; Student Activity #2; Student Activity #3 Time: 50 minutes Introduction: (5 minutes)

1. Ask students to recall the definitions of child survival and child mortality from the previous lesson by completing the following sentence:

a. Child survival is different from child mortality because ___________________________.

2. Explain that today you are going to further explore the topic of child survival and take a deeper look at some of the solutions.

Lesson/Activity: (15 minutes)

3. Instruct students to look at the world map on page 2 of the GCC Child Survival: Focus on Rwanda Guide, or print out copies of Student Activity #2 for each student if you do not have a classroom set of guides. Using the map and the key, ask them to identify the child mortality rates for the countries listed and to answer the following questions <see bottom of Student Activity #2>: Which regions have the highest child mortality rate and which have the lowest? Why do you think those regions have the rate they do? Why do you think the child mortality rate is higher in the US than Europe?

4. After they answer the questions, ask for volunteers to share some responses. If it is not mentioned, explain that many of the regions with high child mortality rates (more than 35 deaths/1,000 live

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Themed Unit Plan: Child Survival

births) are regions with high poverty rates and a lack of access to quality health care facilities or health care workers.

Activity: (20 minutes)

5. Prior to the lesson, print and cut enough copies of Student Activity #3 so that each student in your class(es) gets one card. Explain to students that the next activity is a card game, and read the directions to them.

Each of you will be handed a card. The card will either have a ‘problem’ or a ‘solution’. Each problem will have a solution, and sometimes there are many different possible solutions to specific problems. It will be necessary for you to walk around the room and read every single possible match of solutions and problems. When you find your card’s match, sit down next to the person who holds the match for your card.

6. After every student has found their card’s match, instruct student pairs to briefly discuss why the

pair of cards is a match. Ask each group to read out loud their problem, solution, and explanation. 7. Divide students into five groups. Assign each group to an identified solution and problem. Have

them take a few minutes to discuss how the solution actually solves that problem.

Home Visits and Diarrhea Government Policy and Malaria Immunization Campaigns and Measles Mass Media Campaigns and HIV&AIDS Health Education and Pneumonia

Exit Ticket/Homework: (10 minutes)

Students must match the most common childhood diseases with their causes. For added rigor, have student write a paragraph explaining why that cause leads to the disease. <see Student Activity #4>

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Themed Unit Plan: Child Survival

Lesson 3: Child Survival and the MDGs Objective(s):

Students will be able to explain the relationship between the fourth Millennium Development Goal (MDG) and child survival solutions.

Students will be able to assess governments’ roles in the success of the fourth MDG.

Vocabulary: Development aid, Gross Domestic Product (GDP), Millennium Development Goals (MDGs)

Materials Needed: Poster or PowerPoint slide with the 8 MDGs written on it; GCC Child Survival: Focus on Rwanda Guide; Student Activity #5; “Agree” and “Disagree” signs; Student Activity #6

Time: 50 minutes

Introduction: (5 minutes)

1. Think-Pair-Share: Have students pair up and respond to the following question, which should be written on the board or projector, “Who is responsible for making sure the proper solutions are used to reduce the child mortality rate?” After thinking about it on their own for 2 minutes, have them share their thoughts with a partner. Finally, select 2-3 groups to share their thoughts with the class.

2. Explain that today you will be discussing child survival in terms of the Millennium Development Goals (MDGs) and examining how governments have responded to the child mortality crisis by providing aid.

Lesson: (20 minutes)

1. Introduce students to the MDGs: In order to address many of the problems that were facing people all over the world, especially in poorer countries, 189 world leaders met with each other in 2000 and came up with eight goals. These goals were called the Millennium Development Goals (also known as the MDGs) because they were created at the beginning of the new millennium and sought to improve the development of all nations. Each goal addressed a different global issue that leaders wanted to be improved by the year 2015.

2. Go over the eight MDGs and post them on the board or projector: (adapted from UN Millennium Development Goals page)

1. Eradicate extreme poverty and hunger by halving the number of people who are hungry or who live on less than $1 a day.

2. Achieve universal primary education so that all children—boys and girls—will be to successfully complete primary school.

3. Gender Equality: Eliminate gender disparity in primary and secondary education. 4. Child Health: Reduce the child mortality rate by two thirds. 5. Maternal Health: Reduce the maternal mortality ratio by three quarters. 6. Combat HIV and AIDS, malaria, and other diseases by halting and reversing the spread of HIV and

AIDS, malaria, and other diseases.

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Themed Unit Plan: Child Survival

7. Environmental Sustainability: Halve the proportion of the population without sustainable access to safe drinking water and basic sanitation.

8. Global Partnerships: Develop a non-discriminatory trading and financial system and address the special needs of least developed countries.

Ask students which MDG relates to child survival? (answer: the 4th MDG)

3. Development aid is financial aid given by governments to other countries in order to encourage long-term development of the economic, social, and political sectors of developing countries. In order to achieve the MDGs by 2015, 22 of the world’s richest countries pledged to give .70% of their Gross Domestic Product (GDP) to developing countries. GDP is the monetary value of all goods and services produced by a country in one year. In 2011, the US’ GDP was $15.07 trillion.

4. Ask students which country in the world they believe gives the most in development assistance in other

countries. After hearing some ideas, let them know that in 2010, the US gave $30.2 billion in development. Ask students if they think the US met the goal of .70%.

5. Have students examine the chart on page 5 of the GCC Child Survival: Focus on Rwanda Guide <or

see Student Activity #5>. Ask students to identify where the US falls in the ranks of the countries that gave the highest percentages of GDP in development assistance and discuss their thoughts as to what this means. Note: While the US only gave .19% of its GDP, it still contributed the highest amount in terms of actual dollars.

Activity: (25 minutes)

6. Human Barometer Activity: Place a sign that says “Agree” on one side of the room and “Disagree” on the other side of the room. Explain to the students that you will read a statement aloud (or show it on a PowerPoint slide). After hearing/reading the statement, they should move to the “Agree” side of the room if they agree with the statement and to the “Disagree” side of the room if they do not agree. If they are not sure, they can stand in the middle of the room. As soon as students take their places, call on different students to explain why they agree or disagree. If students change their minds when they hear another student’s reason, they are allowed to move. <see Student Activity #6 for the list of statements.>

Homework:

Students must select one of the statements from the “Human Barometer” activity and explain why he or she agrees or disagrees with the statement. For added rigor, students may write formal essays explaining the point of view on the statement. <see last page of Student Activity #6 >

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Themed Unit Plan: Child Survival

Lesson 4: Culminating Activity: Design a Mass Media Campaign Objective(s): Students will be able to evaluate and analyze solutions to child mortality by collaboratively working in

small groups.

Materials Needed: Student Activity #7; GCC Child Survival: Focus on Rwanda Guide; markers; crayons, pens, pencils, poster paper, tape, computers (for research) Time: 50 minutes (for three to four class sessions) Day 1 Introduction: (10 minutes)

1. Instruct students to take a few minutes to write down their answer to the following question: Do you think the child mortality rate can be drastically reduced in the next three years? Why or why not? Ask three to four students to share their responses to the question.

2. Inform students that over the next two days they will get to explore one of the solutions of child survival issues at a deeper level: improving health through mass media campaigns.

Lesson/Activity: (40 minutes)

3. Divide students into groups with three to four people (depending on class size) and explain to them the directions for the project <see Student Activity #7>:

Each group will create a hypothetical mass media campaign that can be used solve a challenge to children’s health for the country of Rwanda. At the end of the project, each group will have 5 minutes to present their mass media campaign to the entire class. The different groups should be assigned (or they can choose) one of the following illnesses: diarrhea, measles, HIV and AIDS, or pneumonia. The mass media campaign should educate the public about what the illness is (including symptoms) and ways that it can be prevented and/or treated. Remind them that the goal of a mass media campaign is to educate as many people as possible in order to improve the health of the people in the country. In order to get their message across, they should come up with creative slogans, songs, or visuals that will help people remember their message. They should also do additional research about Rwanda, their group’s illness, as well as different media outlets that are available in the country. The presentations must include the equal participation of all group members. Be creative and have fun!

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Themed Unit Plan: Child Survival

4. Students will spend the rest of the class in their groups conducting research and starting to develop their plans. They should use the GCC Child Survival: Focus on Rwanda Guide as well as any other online resources they may find helpful.

Day 2

5. Students will finalize their research and presentations in order to be ready to present the next day.

Day 3 (and day 4 depending on the number of groups)

6. Each group will present their project to the class. Use the rubric <see Student Activity #7> to assess student learning and performance.

7. For an added challenge, ask the class to vote on their favorite mass media campaign at the end of the presentations.

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Themed Unit Plan: Child Survival

Helpful Links:

Lesson 1: GCC Student-Narrated Child Survival Video: vimeo.com/65229531

Lesson 2: GCC Child Survival: Focus on Rwanda Guide: gcc.concernusa.org/media/pdf/Child_Survival.pdf

Lesson 3: GCC Child Survival: Focus on Rwanda Guide: gcc.concernusa.org/media/pdf/Child_Survival.pdf UN Millennium Development Goals: www.un.org/millenniumgoals/

Lesson 5: GCC Child Survival: Focus on Rwanda Guide: gcc.concernusa.org/media/pdf/Hunger.pdf Other helpful websites for student research:

o Concern Worldwide US: www.concernusa.org o Examples of mass media campaigns:

health.mo.gov/data/interventionmica/Tobacco/MassMediaCampaigns/index_3.html o Media outlets in Rwanda: kigaliwire.com/resources o Childhood diseases: http://www.cdc.gov/ncidod/diseases/children/diseases.htm o Child mortality: http://www.who.int/mediacentre/factsheets/fs178/en/

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Student Activity #1

CHILD SURVIVAL VIDEO GUIDE

1)

2)

3)

4)

5)

1)

2)

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Student Activity #1

CHILD SURVIVAL VIDEO GUIDE: Teacher’s Key

1)

2)

3)

4)

5)

1

3)

4)

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Student Activity #2

MAP: CHILD MORTALITY RATES AROUND THE WORLD

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Student Activity #3

CARD GAME: EVERY PROBLEM HAS A SOLUTION

Pneumonia HIV/AIDS

Diarrhea Measles

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Student Activity #3

Malaria

Health Education

Home Visits

Mass Media Campaigns

Government Policy Immunization Campaigns

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Student Activity #4

CHILD SURVIVAL MATCHING ACTIVITY

CHILD SURVIVAL MATCHING ACTIVITY

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Student Activity #4

CHILD SURVIVAL MATCHING ACTIVITY:

Teacher’s Key

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Student Activity #5

CHART: DEVELOPMENT AID RATES

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Student Activity #6

HUMAN BAROMETER

1)

2)

3)

4)

5)

6)

7)

8)

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Student Activity #6

TAKE A STAND

STATEMENT FROM ACTIVITY:

MY POINT OF VIEW:

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Student Activity #7

MAKING A MASS MEDIA CAMPAIGN DIRECTIONS: Each group will create a hypothetical mass media campaign that can be used solve a challenge to children’s health for the country of Rwanda. At the end of the project, you will have 5 minutes to present your mass media campaign idea to the entire class. Your group will focus on one of the following illnesses: diarrhea, measles, HIV and AIDS, or pneumonia. The mass media campaign should educate the public about what the illness is (including symptoms) and ways that it can be prevented and/or treated. Remember, the goal of a mass media campaign is to educate as many people in a country as possible in order to improve the health of the people. In order to get your message across effectively, you should come up with creative slogans, songs, or visuals that will help people remember your message. You should also do additional research about Rwanda, your group’s illness, as well as different media outlets that are available in Rwanda. The presentations must include the equal participation of all group members. Be creative and have fun!

WHAT A MASS MEDIA CAMPAIGN IS: Governments, private businesses, and organizations have launched mass media campaigns to promote good health practices. Campaigns can include advertising on billboards, television, radio, newspapers, social media or even employing a ‘town crier’ who walks from village to village with a blow-horn spreading the message. These are particularly useful when communicating ideas that are new or uncommon in a community.

YOUR GROUP’S ILLNESS: ____________________________________________________________________ WHAT IT IS: HOW IT CAN BE PREVENTED/TREATED:

YOUR MEDIA STRATEGY: (consider the following: types of media you want to use, the audience you’re targeting, technology/technological limitations, etc.)

HELPFUL LINKS FOR RESEARCH: GCC Child Survival: Focus on Rwanda Guide: gcc.concernusa.org/media/pdf/Child_Survival.pdf Example of mass media campaigns:

health.mo.gov/data/interventionmica/Tobacco/MassMediaCampaigns/index_3.html Media outlets in Rwanda: kigaliwire.com/resources/ Childhood diseases: www.cdc.gov/ncidod/diseases/children/diseases.htm Child mortality: www.who.int/mediacentre/factsheets/fs178/en/

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Student Activity #7

GROUP MEMBERS: ______________________________________________________________________________________________________

100 Exemplary

88 Good

75 Proficient

65 Needs Improvement

Score

DIRECTIONS Consistently stays focused on the assigned tasks

Stays focused on the assigned tasks most of the time

Stays focused on task only part of the time

Rarely focused on the tasks

COLLABORATION All team members contribute equally and always respect each other’s efforts

Most team members contribute and most often respect each other’s efforts

Less than half of members contributed work and some do not respect others’ work

Work is only done by one or two people and the group rarely respects each other’s efforts

CREATIVITY Actively seeks and suggests solutions through a variety of creative means

Seeks and suggests some creative solutions

Seeks solutions but struggles imaginatively to begin the search

Suggestions or solutions lack any substantial creativity

RESEARCH Independently locates many reliable sources of information

With some help, locates a few reliable sources of information

With extensive help, locates reliable sources of information

Doesn’t use any reliable sources of information

PRESENTATION Voices are loud, clear, and confident; presentation is extremely engaging

Voices are clear and easy to understand; presentation is engaging

Voices are at time difficult to hear and understand; presentation is somewhat engaging

Voices are extremely difficult to hear and understand; presentation isn’t engaging at all

VISUALS Visuals provide strong support and reinforce presentation

Visuals clearly support and reinforce presentation

Visuals minimally relate to presentation

No visuals presented

KNOWLEDGE Demonstrates extensive knowledge through explanations and elaboration

Demonstrates a clear knowledge through some details or elaboration

Demonstrates adequate knowledge but lacks detail or elaboration

Demonstrates unfamiliarity with content, including unclear or incorrect information

SUB TOTAL /7

SCORING: Possible grand total score of 100 points TOTAL

Child Survival: Making a Mass Media Campaign EVALUATION RUBRIC

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