C
Black Death and HIV/AIDS
Critical Challenge
Critical question
Overview
Which is worse: Black Death or HIV/AIDS?
In this challenge, students compare the effects of the Black Death of
the Middle Ages to the HIV/AIDS epidemic. Students begin by
studying the preventive measures and treatment attempted, and the
physical, social and economic effects of the bubonic plague. As an
introduction to the growth potential of diseases, including modern
diseases, students take part in a scientific experiment where one
student “infects” almost the entire class simply by having everyone
exchange liquids with three others. This experiment on exponential
growth leads to the study of HIV/AIDS. Supplementing supplied
briefing materials with independent print and electronic research,
students learn about the nature and effects of HIV/AIDS. In the
critical challenge, students decide which disease is more devastating—
the Black Death or HIV/AIDS. As an extension, students create a
poster representing one lesson they have learned about the disease(s).
Objectives
Broad
understanding
Requisite
tools
Readily transmittable diseases, such as the bubonic plague during the
Middle Ages and HIV/AIDS in modern times, can have devastating
human, economic, political and social effects.
Background knowledge
• basic knowledge of Black Death and HIV/AIDS (origins, causes,
physical effects, treatments, preventive measures, social and
economic effects)
• understanding of exponential growth
Criteria for judgment
• criteria for destructive effects (e.g., difficulties in control, physical,
social and economic effects)
Critical thinking vocabulary
Thinking strategies
Habits of mind
• empathy
Joan of Arc and the Hundred Years’ War
107
The Critical Thinking Consortium
Suggested Activities
Pre-planning
Assemble materials
for experiment
➤
In Session Two, we propose a demonstration of how quickly diseases
can spread—even those requiring exchange of fluids. This requires
providing one glass for every student—all but one of which are halffilled with water; the remaining glass is half-filled with a clear low
concentrate acid. This acid can easily be obtained from the chemistry
teacher. In addition, you will need red cabbage juice to serve as an
acid indicator. This can be made by boiling some red cabbage in a
non-metallic vessel (e.g., glass, Corning ware). Alternatively, let red
cabbage soak in hot water overnight. The red cabbage juice should
look dark purple (Source: http://www.cheminst.ca/ncw/experiments/
eredcabb.html).
Study about
HIV/AIDS
➤
It is likely that students will have many questions, and perhaps also
misconceptions, about HIV/AIDS. You may want to familiarize
yourself with the briefing sheets we provided and with some of the
interest sources listed in References, to help you respond to students’
comments.
➤
Decide in advance whether you will allocate roles or allow students
to select their own. We have assumed that students will work in pairs
on this project. Encourage those students who want to focus on the
same role to work together. Although it is not optimal, consider
allowing more than one pair of students to research the same role. A
significant limitation on students’ choices may be availability of
resources—especially if an interview is planned.
Session One
Blackline Masters #1–5
Introduce catastrophic
diseases
➤
Ask students to brainstorm some of the world’s worst diseases.
Students’ response will likely include HIV/AIDS, cancer, small pox
and influenza. Generate a list of their responses. Discuss why students
believe these diseases are among the worst. Typically, students will
not think of the Black Death because it is a disease that has little
effect on their lives. Some students may have had friends or family
members die from HIV/AIDS or cancer, but not Black Death.
Discuss the
Black Death
➤
On an overhead projector place depictions of the victims of the Black
Death. Locate these in student textbooks or search http://
images.google.com/ for “Black Death.” Briefly explain the origin of
the term “Black Death.” During the Middle Ages, people termed the
illness black death because of the black spots that appeared on their
skin. These spots were caused when dried blood under the skin turned
a blackish colour. Explain to students that, during the Middle Ages,
Asia and Europe were struck by a deadly disease known as the
bubonic plague. Between 1347 and 1352, over 25 million people
were killed in Europe as a result of the plague. Draw the comparison
between the death toll of this plague and Canada’s current population.
Joan of Arc and the Hundred Years’ War
108
The Critical Thinking Consortium
Create base groups
➤
Divide students into groups of four (base
groups). Distribute a different briefing
sheet to each student in the group on
one of the following aspects of the
Black Death in Europe:
• Physical effects
(Blackline Master #1A–B);
• Prevention and treatment
(Blackline Master #2);
• Social and cultural effects
(Blackline Master #3A–B);
• Economic and political
effects
(Blackline Master #4).
Acquire information
in expert groups
➤
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115
1347 rch. But th hich he
to Apr
e
il 1348
. The
Rearrange students into
new groups based on their
assigned topics (expert
groups). In their expert
groups, students are responsible for
taking notes or highlighting the important ideas
of the material provided in the briefing sheets. These students
will be expected to teach this material to the members of their base
groups. To help them prepare, encourage students to ask questions
for clarification and discuss the material with their base group
members.
The
Nam
Teach other
students
➤
Direct students to return to their base
groups where each student will teach
the other group members his/her
topic. Distribute Summary of key
facts (Master #5) for students’ use
in recording the main points on
all four aspects of the Black
Death.
➤
Once students have been
introduced to the four topics,
invite them to share their
reactions to this disaster.
Encourage students to
imagine the feelings of
people at the time—
losing so much to a
disease they did not
understand and were
unable to control.
Prev
Joan of Arc and the Hundred Years’ War
109
enti
on a
nd
Wha
Wha
Othe
c and
____
____
____
____
____
____
____
____
____
____
____
____
inking
Coop
erativ
e
knowledge of
Black Death
__
Sum
mary
of
❑
Term
of Ar
____
cal Th
key f
acts
Black
Sum
m
Death
inform arize im
ation portan
t info
obta
rm
ined
from ation fr
❑ H
om re
othe
cal e
IV/A
r
so
ffect
IDS
urce ports by
s (e.g
s
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oks,
each
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e topi
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cs be
Econ
Joan
e(s):
Criti
Black
line
Maste
r #5
Physi
Soci
Discuss student
reactions
the B
lack
Deat
h
omic
r im
port
inolog
the Hu
al eff
e
ndre
y and
d Ye
ars’
effe
ant
basic
t peop
t is kn
trea
le firs
own
toda
tme
low.
Add
impo
rtan
t rele
vant
nt
t knew
or be
lieve
d
y
cts
cts
effe
cts o
r info
rma
tion
facts
War
121
The
Criti
cal Th
inking
Coop
erativ
e
empathy
The Critical Thinking Consortium
Session Two
Conduct transmission
experiment
Test results
Explain exponential
mathematics
Introduce study
of HIV/AIDS
Blackline Masters #5–7
➤
As a powerful way of demonstrating how quickly diseases can
spread—even those that require exchange of fluids—ask students to
imagine that they have been invited to a party. Distribute half-full
glasses of water to all but one student in the class (only you should
know this person’s identity). The one student unknowingly is to
receive a half-full glass of the low concentrate acid. The idea is that
the student with the acid is infected with a communicable disease
such as HIV/AIDS. This student will spread the disease to the rest of
the class. Be emphatic with students that all the glasses contain a
liquid that they are NOT to drink, touch or spill. Explain to students
that they must share their liquid with three other students by pouring
the contents of their glass into another and then pouring half of that
liquid back into their own glass.
➤
When everyone has exchanged fluids with three others, test their
glasses with an acid indicator (i.e. cabbage juice) to determine which
students have been infected. Most of the students will have been
infected—their liquids will colour. Explain that only one student’s
glass contained an acid mixture while the rest of the glasses contained
water. Tell students which student had the acid mixture. Ask students
how they think they were infected.
➤
On an overhead projector, use a diagram to demonstrate how easily
one person can infect up to 27 people. (One person infects three
people; those three people each infect three people, and these nine
people infect three people each.) Students should begin to see how
easily HIV/AIDS can be spread. Explain to students that this concept
is called “exponential growth.”
➤
Invite students to volunteer what they
already know about HIV/AIDS—its
transmission, prevention, symptoms
and so on. Brainstorm with students
similarities between what they already know about HIV/AIDS and
Black Death. Generate a list of the
similarities and differences on the
overhead. Although the actual
diseases are different, their effects are quite similar. Some
similarities may include the
vast scope of death, the destruction of families, and the
destruction of economies.
Distribute the two background sheets, HIV/
AIDS—a modern plague
(Blackline Master #6)
HIV/
AIDS
–a m
oder
n pla
gue
HIV
stands
subm
for hu
ic
m
reprod roscopic pa an immun
od
uc
rasite
Black
stands e inside
that ca eficiency
th
line
virus.
fo
n only
Maste
weake r acquired e cells of
It is a
surv
a
r #6
ning
of the immunod host organi ive and
HIV
Sympt
ge
ef
bo
sm. A
oms
develo ts into a pe dy’s abili iciency sy
IDS
associ
ndrom
ty to
rson’s
p
HIV/A
at
fi
Accor AIDS. T
e.
ed
gh
bl
It is a
ood
t off
with
IDS is
hu
di
HIV/A
diseas
un
Preven ng to the s, the epid system, th diseases.
lik
e
IDS
Centr
If
e pers
emic
tion:
body itself and e Black D
es fo
eath
of a pe
m
r Dis is called “H on may
in that
ease
peop
rson ore like a
“HIV
IV/A
Contr
le
it
to a ra
ga
IDS.”
is
ol an
nge of tekeeper acts less lik
preven these infe
person spread by
d
ctions
which
ted by
infect
ea
,
sexual
w
of
open
io
(prim by sharin
ou
th
ns. In
illne
contac
e bo
ld prev
s the
g
ar
heal
io
person sses and sy dy’s imm
infect ily for drug needles an t with an
une sy usly have thy
mptom
ed or
d/or sy
has H
infect
in
je
be
so
st
,
ct
IV/A
ed
coun
many
tries less comm ion) with ringes
IDS. s can be in em. A grea en
di
ff
w
B
be
on
di
so
ering
t va
here
ecause
antib
ca
fore th
meone
ly (and
bloo
od
sy
it can tions that riety
who
now
recogn e existenc mptoms,
or bloo ies), throug d is scre
a
be as
is
very
it
ened
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e
h tran
rarely
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for
As of of HIV/A took rese sociated w
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sfusio
in
fo
archer
1999
IDS w
ith
fa
nf
ns of HIV
s
as stro und to be
abou
or du ected wom ctors. Bab
infect
t two as genera years
“AID
ng
ring bi
ie
ed
en
s
in
bo
lly
blood
do
Smay
dicato
rn to
HIV/A
rth or
rs of defining”– zen diseas
throug become
IDS is
the pr
es
weake
infe
h brea
Physi
esence that is, they have
n or de a sexually
st-fee cted befo
ca
of HIV
are ta
tr
ding
stroy
HIV/A l and psyc
ken
Com
after re
/AID
the bo ansmitted
hologi
bine
IDS
birth.
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di
dy’s
cal pr
cockta d antivir
ability sease (ST
Peop
oblem
al ther
il”
D); it
le
to figh
treatm ) is one
s asso
apy (a
ca
t off
discom with HIV
of
ciated
lso ca
en
diseas n
/AID
fo
No pe t of HIV the more
lled th
rt
S
w
es.
s:
ith
suffer
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impo
rs
e “dru
a grea
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rtant
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succes on, once
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ful in
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s had tment is no vances in
in
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il
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t a cu
re of
no kn for HIV/A ated from
re.
body
own
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his or
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sy
is expe
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re for
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Joan of Arc and the Hundred Years’ War
understanding of
exponential
growth
110
of Ar
c and
the Hu
ndre
d Ye
ars’
War
122
The
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Consortium
and HIV/AIDS in East-central Africa (Blackline Master #7) to every
student. Also distribute a copy of Blackline Master #5 for student
use in summarizing the key facts. Ask students to learn more about
the parallels between HIV/AIDS and Black Death by reading the two
briefing sheets and recording the key facts on Blackline Master #5
for each of the four aspects of the epidemic:
•
•
•
•
knowledge of
HIV/AIDS
physical effects;
prevention and treatment;
social and cultural effects;
economic and political effects.
Session Three
Blackline Masters #6–7 provide an introduction to HIV/AIDS, but
students will need to supplement these sources with independent
research. Provide students with time in the library and the computer
lab to research HIV/AIDS. Check that the websites listed in the
References are still accessible, and provide these and others as starting
points for students’ research. If needed, arrange for an introductory
lesson in the library where students can learn to use the Internet
more effectively. Remind students to locate and record sufficient
information about each of the four aspects of the epidemic.
Session Four
r #8
criteria for
devastating
disease
Maste
h is
WOR
Black
SE a
nd
Death
❑
why
HIV/A
erativ
Whic
❑
e
Com
parin
g Bla
Black
ck D
Dea
th
eath
and
HIV/
AIDS
HIV/A
IDS
?
IDS
Criti
The
____
____
____
____
So
cult cial and
ural
imp
act
____
____
____
Black
Death
❑
HIV/A
IDS
____
❑
124
HIV/A
IDS
War
Death
❑
❑
HIV/A
ars’
Black
Death
IDS
of Ar
c and
the Hu
ndre
❑
Black
d Ye
❑
Joan
____
____
____
Nam
Econ
poli omic an
tical
d
imp
act
____
Distribute Comparing
Black
Death and HIV/
AIDS (Blackline
Master #8) to
every student. You may
want to enlarge this chart to ledger
size (11 x 17). Present the critical question:
____
➤
e:
Present the
critical challenge
Coop
line
act
Black
cal im
p
Physi
When students have
completed their research,
invite them to share their
main facts with the rest
of the class. Again
discuss the similarities
and
differences
between the Black
Death and HIV/
AIDS.
Diffi
prev culty in
enti
trea on and
tme
nt
➤
__
Discuss the
main findings
Blackline Master #8
inking
➤
cal Th
Carry out
additional research
Which is worse: Black Death or HIV/AIDS?
Joan of Arc and the Hundred Years’ War
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The Critical Thinking Consortium
Ask students to use the information gathered on the Black Death and
HIV/AIDS to help them answer the critical challenge. Explain that
the criteria for determining which disease is worse are the extent of
impact on each of the four aspects they have been researching. For
each of the four criteria, students must rate which disease is worse.
Debrief
the results
➤
Invite students to share each of their four conclusions. Encourage
students to debate those conclusions upon which they disagree.
Create a poster
➤
OPTIONAL: As a final project, ask students to create a poster that
reflects one lesson they have learned while studying Black Death
and HIV/AIDS. The posters should not state the lesson learned, but
instead imply the lesson through visual representation. For example,
instead of simply stating that the spread of the disease is exponential,
students would create an image that vividly depicts this phenomenon.
A search for Black Death on Google http://images.google.com/ leads
to many contemporary posters and images on the theme. Display the
completed posters in the classroom or school hallway. Ask students
to determine the lesson represented in each poster.
Evaluation
Assess information
and conclusions
➤
Blackline Master #9
Assess students’ assembled information
about the Black Death and HIV/AIDS
as recorded on Summary of key facts
(Blackline Master #5) and their conclusions about the worst disease as
recorded on Comparing Black Death
and HIV/AIDS (Blackline Master
#8). Use the rubric found in Assessing the effects (Blackline
Master #9). The assignments are
worth 10 marks and are assessed
on two criteria:
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Use
th
interm e follow
in
edia
te m g rubric
to
arks
for ev assess
th
iden
Black
ce fa e studen
line
ts
lling
Maste
betw ’ summar
een
r #9
the de ies of ke
Cove
script y facts
and
ors.
Und
key rage of
conc
erdev
idea
lusion
s
elop
Inform
s abou
ed
t the
key po ation is
worse
vagu
ints
e an
are re
diseas
d fe
Com
pres
e. Aw
peten
ente w
ard
Ther
d.
t
e
Wel
inform is some
l
de
concl support
are m ation bu tailed
Wel
ed
usio
issing
t
l
ke
d
evel
1
ns
The
in ea y points
oped
Ther
conc
ch
e
ca
lu
unre
tego
sions
inform is much
as
ry.
seem
de
supp onable
poin ation an tailed
and
orte
ts in
d
are no
evid
each d the ke
repr
3
ence with re
The
esen
y
levant t
.
co
ted. category
reason nclusion
are
s
with able an are gene
d ar
some
ra
releva e supp lly
5
All of
nt ev orted
Com
1
th
men
id
e
en
very
conc
ts:
ce.
re
lu
supp asonab sions se
le an
orte
em
d
d are
evid
ence with re
levant
.
3
Asse
ssing
the
effec
ts
5
TOTA
L
/ 10
• coverage of main ideas,
• support for conclusions.
Joan
of Ar
c and
the Hu
ndre
d Ye
ars’
War
125
Extension
➤
The
Criti
cal Th
inking
Coop
erativ
e
Invite students to plan and implement an HIV/AIDS
awareness week campaign. Students can teach their peers about
the dangers of HIV/AIDS as well as preventive measures. Encourage
students to develop and distribute informational brochures and posters as well as speak at a school assembly or pep rally.
Joan of Arc and the Hundred Years’ War
112
The Critical Thinking Consortium
References
Print resources
Huppert, George (1986). After the Black Death: A Social History of Early
Modern Europe. Bloomington, IN; Indiana University Press.
Nardo, Don (Editor) (1999). The Black Death. San Diego, CA:
Greenhaven Press.
Picard, Andre (1995). The Gift of Death: Confronting Canada’s Tainted
Blood Tragedy. Toronto: Harper Collins.
Smith, Raymond A. (Ed) (2001). Encyclopedia of AIDS: A Social,
Political, Cultural and Scientific Record of the HIV Epidemic. London:
Penguin Books.
Internet sites
Black Death
http://www.encarta.msn.com.find.Concise.aspx
http://www.orb.rhodes.edu/textbooks/westciv/blackdeath.html
http://www.brown.edu/Departments/Italian_Studies/dweb/plague/
Images of the Black Death can be found at:
http://www.bnf.fr/enluminures/themes/t_3/ast_3_04.htm
http://www.brown.edu/Departments/Italian_Studies/dweb/images/
plague/plague_motif.gif
http://images.google.com/ (Search for “Black Death”)
HIV/AIDS
There are numerous Internet sites which focus on HIV/AIDS. Here are the
addresses of some:
http://www.cdcnpin.org/hiv/start.htm
http://www.unaids.org/
http://www.apa.org.pi/aids/resource.html
http://www.aidsinfo.nih.goc/drugs/
http://www.pbs.org/newshour/health/aids/index.html
http://news.bbc.co.uk/1/hi/world/africa/1679619.stm
http://www.pbs.org/newshour/health/aids/index.html
http://www.newint.org The New Internationalist on-line back issue on
HIV/AIDS (June 2002). Search “Back Issues” for #346.
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