OUTLINE

I Introduction

II Visual Aids – Photographs & Pictures, Civil War Music, Artifact Displays, and Newspaper Clippings.

III Interdisciplinary challenges and promises

IV Management – Collaboration (w/ non-McRah) colleague / team member.
Carry over / Interview w/ team member – plus + minuses

V Student Engagement – Play / Student Feedback, Timing Element

VI Effect McRah has had on my teaching experience

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I
INTRODUCTION

I am extremely proud to stand here before you today to integrate two educational subjects: Social Science and Science. My presentation is titled: “Diseases, Medicines and the effect they had on the Civil War.”

I have included, for your viewing, artifacts, pictures, civil war news clippings, research materials and some civil war music gathered by my students and myself. These visual aids are offered to provide confirmation of how the two sciences are deeply integrated and complimentary. It was also important for my students, as well as those of you seated here, to be able to place in perspective the actual historic time element. How much was the difficulty increased, to know that time was not on your side, that in many instances death seemed inevitable and that depending upon one’s wounds or affliction, no cure or remedy would be forthcoming?

Our country was in a state of division and was hopelessly warring against itself, trying to establish an ideology that many disagreed with. The ramifications of this war have been explored many times, however, for this topic, the realization is that the injuries and horrible fighting conditions gave birth to medicines and treatments that would inspire new medical breakthroughs. This, in turn, would establish improved battlefield standards of care.

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II
VISUAL AIDS, ARTIFACTS, PHOTOGRAPHS, PICTURES
WAR MUSIC & NEWSPAPER CLIPPINGS

My students performed a short play which depicted scenes from a battlefield and captured the agony that was evident on both sides of the battle. Used to stimulate thought and interaction, were the photographs and other visuals, which you see before you. One such outstanding visual is a newspaper artifact that was published this spring, which revisited and emphasized the trying conditions that existed for battlefield doctors. Accordingly, there were many obstacles that the army doctors, medics and nurses had to encounter and overcome. The diseases that were known, were many, but there were also diseases that were unknown and formidable. Some soldiers were treated with topical medicines or external antibiotics, known as anadynes. Some medics used quinines, whiskey and even morphine, which led to addictions because of the amount taken to relieve the pain. There were serious wounds, such as gunshot, bayonet and open sores. These would almost always lead to infections, deadly fevers and ultimately, death. At different periods the Generals and Commanders on both sides felt they were loosing primarily because they could not keep men healthy enough to engage the enemy. The lack of medicine and doctors was as critical as the lack of supplies and available fighting men.

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III
INTERDISCIPLINARY CHALLENGES AND PROMISES

I was intrigued by the challenges of integrating Social Science and Science. When I became aware of the McRah Program, through my colleagues, it seemed like a natural collaboration of both time and content. I am very grateful to Dawn Abt-Perkins, Rachel Ragland and Michael Ebner for their encouragement and confidence. It was one of the factors that enabled me to expand and explore my teaching strategies for Social Science and Science. Faith Clark was also instrumental in the decision to use the Civil War as a setting. As I researched the concept more, I began to visualize this topic for drawing the two Sciences together. I am most proud and very encouraged by the topic selected and believe that my students received the maximum learning experience out of the concept and the project.

IV
COLLABORATION (with non-McRah) COLLEAGUE – TEAM MEMBER

When I began to put the integrated pieces together, I also consulted with my team teacher, Roger Pinta. He is an excellent social studies teacher and I solicited his ideas, thoughts and comments. I asked him to answer three questions about the project and he responded very openly. Please find his remarks attached on separate page:

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V
STUDENT ENGAGEMENT

One of the ways that I felt the students could gain maximum involvement and learning content, was to put on a skit or small play depicting the scenery, characters, officers, soldiers, nurses and doctors of the time period. The play was written by my daughter, Stephanie Thomas. There were speaking parts and non-speaking parts. We cast actors, stage crew, artists, film editors, directors etc. All of the students were excited to perform and participation was part of their grade. I am satisfied that the ultimate goal of inspiring and educating my students, was more than met. The students really took advantage of the opportunity to put themselves into the project and learned from the experience. Time element recognition and critical thinking / reasoning, were observed throughout the process.

There was even a student feedback section included, (sort of an Ebert and Roeper Review), in which some of the students were interviewed and asked such questions as: What was their knowledge of the Civil War battlefield conditions? And how would they have felt living in those times?

VI
EFFECT McRAH HAS HAD ON MY TEACHING STRATEGY

McRah has expanded my awareness that there are various ways to relay instruction to my students over and above just lecturing. We are all aware that most students tend to absorb more material with a “hands on approach.” However, McRah has demonstrated that using the higher level thinking skills approach with multiple intellects remains one of the best ways to gain the optimum learning experience for your students. The use of visuals, tangibles etc. often opens up an avenue to the next level in the thinking process while promoting attention and class interaction.