Part of Unit: Ethical, Moral, Legal, and Cultural Issues
Lesson Plan Overview / Details
This lesson allows for students to explore the cultural and alternative medicine practices from around the globe - divided into five areas. In this activity, students will evaluate and examine the disconnect between Western biotechnological advancement with scientific data and the strength and persistence of cultural belief in traditional healing practices.
- 2 class periods of
- 60 Minutes
- research time (out of class)
- 180 Minutes
California Career and Technical Education Standards
- HSMT.A.A1.2 Understand the role of biotechnology product development in curing genetic, envi...
- HSMT.FS.10.7 Understand the processes used to evaluate alternative health practices.
- HSMT.FS.7.6 Know and appreciate cultural differences and provide culturally competent care t...
- HSMT.FS.8.4 Understand the ways in which ethical considerations affect emerging technologies...
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.4 Synthesize the content from several sources or works by a single author dealing ...32
- ELA.9-10.W.2.3e Write expository compositions, including analytical essays and research reports ...
- ELA.9-10.W.RT.1.3 Use clear research questions and suitable research methods (e.g., library, elect...2
Secretary's Commission on Achieving Necessary Skills (SCANS)
Objectives and Goals
- Students will be able to describe cultural and alternative therapies offered in a given part of the world.
- Students will be able to research and describe Western science based data that reinforces or negates the validity of an alternative therapy.
Activities in this Lesson
- Anticipatory Set - Hooks / Set
As students take their seats, have the words complementary and alternative written on the board. Ask them to watch a short, 2 minute segment from National Geographic about a Peruvian Shaman. After watching the film, ask them how the words complementary and alternative align with what they have just watched. Give them about 2-3 minutes to discuss this, and then ask for students to share out their ideas.
- Direct Instruction - Lecture
Go through the powerpoint entitled "Complementary and Alternative Medicines". (CAM)
Alternative Medical Systems - traditional Chinese, ayurvedic, naturopathy, and homeopathy.
Energy Therapies - both veritable and putative.
Mind-Body Interventions - including yoga and meditation.
Body-Based Methods and Manipulative Therapies - including chiropractic, massage, and reflexology.
Biological Therapies - including probiotics, vitamins, and whole-food/raw food diets.
- CAM Powerpoint [ Download ] A powerpoint for direct instruction on the branches and popularity of CAM in the United States.
- Jigsaw expert groups - Group Work
At this point, students have the basic knowledge about the five areas, but do not know much about the actual treatments, nor whether or not they have the scientific evidence to justify the position that they are a valid and effective therapy.
Divide the class into five groups and assign a category of alternative medicine to them. Students are responsible for researching and creatively presenting their findings to the class (give them a week where this is the only homework they have). Suggested presentation formats could be power point, an informational website, a magazine, informational brochure, documentary film, or iDVD project (please feel free to suggest others!).
The following information must be covered in their presentation:
1. Explain what practices would be encompassed in your area.
2. Detail at least three specific practices within your category.
3. Provide a history of the evolution of your category, include as many regions of the world as is necessary.
4. Is there evidence that the treatments are effective? What can you find to justify this statement? How valid is the evidence you found?
5. What are the advantages and disadvantages of your category in comparison to conventional medicine?
6. Detail various conditions and illnesses that would be treated using your category.
7. What cultural, social, educational, and economic norms might influence people to seek out these therapies?
8. Where in the United States can you find blending or hybridization of conventional and alternative therapies in traditional, comprehensive medical facilities?
Before excusing them to go work collaboratively, review the evaluation rubric tool with the students to ensure that they understand exactly what they are responsible for (Rubric is attached).
- U.S. Food and Drug Administration [ Go to Site ] FDA online
- Alternative Health News Online [ Go to Site ] Alternative Health News Online
- National Center for Complementary and Alternative Medicine [ Go to Site ] National Center for Complementary and Alternative Medicine
- AllRefer Health [ Go to Site ] Alternative Health Care Website
- Assessment Types:
- Rubrics, Projects,
Before allowing my students to tackle the group work portion of this lesson, review the evaluation rubric that will be used to assess their work. Review it as a group and ask students if there are any questions about the rubric. Demonstrate the attributes that would define an "exemplary" project while explaining the rubric as a reinforcement of those skills. Give each student a copy of the rubric at their work group as a visual reminder of what it is they are expected to do.
After the project, ask the students to perform a self-evaluation of their contributions to our class. Compare the student's self assessment to teacher notes and evaluation of their work. If there is a tremendous discrepancy between the two scores, schedule a one-on-one conference with the student to discuss why the scores are different (please see CAM Project Rubric).
- CAM Project Rubric [ Download ] This is a simple 5 point (0-4) rubric for a jigsaw group project that may be use.