Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
Three Fifty-Minute Class Periods
Objectives:
The learner will:
- compare the response of Vivien Thomas and that of Hamilton Naki to the discrimination they encountered in the field of medicine.
- analyze the possible motivates a person might have to persevere in spite of adversity.
- create a picture book or role-play events describing the life of Vivien Thomas, Hamilton Naki or any of the other African American inventors/scientists (See Lesson Two).
Service Experience:
- Investigate a global community that does not respect the rights of minorities, contact Amnesty International to determine what can be done to petition the government of the country.
- Investigate anti-bullying and related diversity strategies with the result being the development of a plan for the school community.
Materials:
- HBO Films-Something the Lord Made(2004) OR PBS Home Video-Partners of the Heart (2002)
- Copies of the Vivien Thomas Biography http://en.wikipedia.org/wiki/Vivien_Thomas
- Copies of the Hamilton Naki Biography
http://www.sahistory.org.za/pages/people/bios/Naki-h.htm
http://en.wikipedia.org/wiki/Hamilton_Naki
- Copies of the Discrimination Graphic Organizer (Attachment One)
- Copies of the Questions of Courage (Attachment Two)
- White construction paper one per student.
- Copies of the Picture Book Research Paper Rubric found at
http://www.readwritethink.org/lesson_images/
lesson306/frame-rubric.pdf
Instructional Procedure(s):
Teacher notes: Prior to beginning this lesson, students should have seen a movie about the story of Alfred Blalock and Vivien Thomas. They should be familiar with the relationship between these two scientists, as well as a good understanding of segregation in American society.
Anticipatory Set:
Ask the total group to think of a time that they were in an unfamiliar setting- a new class, a new school, a new neighborhood, and they felt that someone didn't like them without even knowing them? How did they respond? Did they ever make friends with those people? Have students write their responses individually and then share their answers with a partner. The pairs can share their responses with the total group.
- As a total group, generate a list of the words that students associate with discrimination utilizing the Discrimination Graphic Organizer (Attachment One). The list can be written on the chalkboard, chart paper, or on a blank overhead transparency. Ask students to explain unfamiliar terms that have been listed. The teacher can ask the students to explain the terms or the teacher can explain the terms.
- Following the listing and discussion, ask students to write their own definition of discrimination based on the discussion.
- Provide students with reading about the lives of Vivien Thomas and Hamilton Naki or if you have access to a computer direct students to websites that feature on-line for biographies about Hamilton Naki and Vivien Thomas. After the student have read about the discrimination they faced in the lives and work of each of these men, ask the students to write a new definition of discrimination.
- Review incidents in the film and from the on-line biographies that showed discrimination and have the students respond to the Questions of Courage (Attachment Two).
- Examine the perseverance of these two individuals in the face of discrimination. Ask the students to write a reflection or journal entry about why they think these two men continued to do this work without recognition to help promote the common good.
- Ask the students to also respond to this question in their journals, "If a philanthropist is someone who gives of his/her time, talent, and/or treasure to promote the common good, might these two men (Hamilton Naki and Vivien Thomas) also be considered philanthropists?" "Why? or Why not?"
- Distribute a sheet of white construction paper to each student and have them divide their sheet into six equal squares.
- Instruct the students as to what a storyboard is and how to construction one. Often a storyboard is a sequencing of still pictures (usually with captions) that are arranged in such a manner that they represent the important events of a story that is being told or one that is being retold.
- Instruct the students that they are to draw a picture in each square that represents the selected sequence of events, along with captions, that retells the story of either Vivien Thomas or Hamilton Naki and that they are to keep in mind that these storyboards will be shared shown and read to younger students.
- Distribute copies of the Picture Book Research Paper Rubric http://www.readwritethink.org/lesson_images/lesson306/frame-rubric.pdf and review the rubric.
Assessment:
Review the sequence of events from either Vivien Thomas or Hamilton Naki story with students. Model the creation of a storyboard with the students prior to the writing assignment - see Storyboard. Students can create their own storyboards alone or with a partner. The storyboard can be used to role play the sequence of events for a younger audience or to create a picture book, along with captions, that retells the story of either Vivien Thomas or Hamilton Naki which can be shown and read to younger students. Assessment will be based on the Picture Book Research Paper Rubric http://www.readwritethink.org/lesson_images/lesson306/frame-rubric.pdf
School/Home Connection:
Cross-Curriculum Extensions:
Students can write and perform a play about the life of Vivien Thomas or Hamilton Naki.
Bibliographical References:
- Vivien Thomas-United States.Partners of the Heart: Vivien Thomas ad His Work with Alfred Blalock ISBN: 0812216342
- http://www.medicalarchives.jhmi.edu/vthomas.htm
- http://en.wikipedia.org/wiki/Vivien_Thomas
- PBS Video: Partners of the Heart(2002)
- HBO Films: Something the Lord Made (2003)
- (2003) Stefan Timmermans, " A Black Technician and Blue Babies", Social Studies of Science. 33:2 (April 2003), pp.197-229.
- http://www.economist.com/people/displayStory.cfm?Story_id=4054912
- http://en.wikipedia.org/wiki/Hamilton_Naki
- For related topics see also www.learningtogive.org
Lesson Developed By:
Cathy JohnsonDetriot Public Schools
Office of Social Studies
Detroit, MI 48202
Handouts:
Handout 1Print Handout 1
Discrimination Graphic Organizer
Discrimination
Handout 2Print Handout 2
Questions of Courage
1. Despite their intelligence and abilities in the field of medicine, what were Vivien Thomas and Hamilton Naki hired to do at their respective medical schools?
2. Why couldn't Vivien Thomas be paged over the public address system at the hospital?
3. In what pay classification were Vivien Thomas and Hamilton Naki categorized? Why?
4. Why didn't Alfred Blalock acknowledge the contributions of Vivien Thomas?
5. Why couldn't Christian Barnard acknowledge Hamilton Naki in South Africa?
6. Why wasn't Vivien Thomas photographed or listed as a part of the surgical team following the operation?
7. Why did the reporters identify Hamilton Naki as a gardener in photographs taken with Christian Barnard?
8. Which surgeon do you feel was a greater supporter of equality? Why?
9. Why was the issue of the white lab coat such a problem in South Africa and in the United States?
10. How were these two African American men ultimately rewarded for their achievements and contributions?
Unit Contents:
Overview:Courage of the Heart Summary
Lessons:
- 1.
- Miracles of the Heart
- 2.
- African American Inventors Study
- 3.
- Questions of Courage
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