Universal Design for Learning (UDL) · Web viewGrade 7, Reading Mary Mallon and Kaci Hickox—Villains or Victims? “How might the government protect citizens against the threat

Grade 7, Reading

Mary Mallon and Kaci Hickox—Villains or Victims?

“How might the government protect citizens against the threat of epidemics?Do we have a personal responsibility for others’ health?”

Unit Developed by Janelle Chaffin Eagle Rock Middle School, District 91

Idaho Falls, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education

Directions: Please type your name and unit title in the header. Then check each box that applies to your unit. Please note that while some categories were intentionally built into your unit via the online course modules (e.g. UDL and Webb’s DOK), others were not explicitly included and may not apply to your unit.

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Define List Recognize

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Idaho Core Teacher Network Unit Plan Template

Unit Title: Mary Mallon and Kaci Hickox—Villains or Victims? “How might the government protect citizens against the threat of epidemics? Do we have a personal responsibility for others’ health?”Created By: Janelle Chaffin Subject: ReadingGrade: 7Estimated Length (days or weeks): three weeksUnit Overview (including context):

Through the essential questions “How might the government protect citizens against the threat of epidemics?” and “Do we have a personal responsibility for others’ health?” students will analyze informational text. The focus questions are the importance of understanding text structures and features and applying close reading to difficult text. Students will analyze the structure an author uses to organize text and how the decisions made by the author affect the reader’s overall understanding of the text (RI.7.5). Students will practice close reading strategies to determine the connections between individuals, events, and ideas in a text (RI.7.3). Through this analysis students will also be citing textual evidence and determining central ideas from diverse media and formats (review standards RI.7.1, 7.2, and SL.7.3 introduced at the beginning of the year). Students will be asked to write in response to one of the essential questions. (W.7.2) The culminating project will be a public service announcement about how to prevent the spread of communicable diseases thus reducing the risk of an epidemic. Students will choose what type of presentation method they will use (Prezi, PowerPoint, Windows Movie Maker, video, print advertisement, etc. W.7.2, W.7.6) and then present their product to their intended audience.

Unit Rationale (including Key Shift(s)):The seventh grade reading course focuses 70% on nonfiction informational text (more than what is typical). This unit uses multiple informational resources including articles, a primary source document, videos, maps, and diagrams. Students need to become critical readers and thinkers in order to process the information.Key shifts two and three are the focus of this unit. Students will participate in reading/writing/speaking that is grounded in evidence from the text across the curriculum. Students will use digital resources strategically to conduct research and create and present material in oral and written form.

Targeted Standards:Idaho Core Grade-Level Standards:

RI.7.3 Analyze the interactions between individuals, events, and ideas in the text.

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute tothe whole and to the

Essential Question(s)/Enduring Understandings: How might the government protect citizens against the threat of epidemics?Do we have a personal responsibility for others’ health?Students should be aware of current and historical events in order to be well-informed citizens.

Focus Questions:How does close reading help the reader understand the connection between individual,

Measurable Outcomes: Learning Goals: Students will …• evaluate the structure of sentences, chapters and sections.• determine and connect how parts of a sentence, chapter, or section work together to form a whole text in support of a topic or idea• analyze the interactions between individuals, events within a cultural context, and ideas in a text.• explain the interactions using evidence or examples

development of the ideas. W.7.2 Write

informational/explanatory texts to examine a topic

W.7.6 Use technology to produce and publish writing

SL.7.4 Present claims and findings

Prior Knowledge needed: RI.7.1 cite evidence from informational texts to support analysis of textRI.7.2 determine central ideas Students have background knowledge from life science class where they studied viruses, bacteria and communicable diseases.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats

events, and ideas in a text?Analyzing the interactions between individuals, events and ideas in a text contributes to the deep understanding of the text.How does understanding a text’s structure help a reader make meaning from the text?Understanding of a text’s features, structures and characteristics increase the reader’s ability to make meaning of the text.Why do you think Mary Mallon would not listen to health officials?Why do you think nurse Kaci Hickox would not submit to quarantine?How are their situations the same? How are they different?Understanding the facts of each person’s story will enable students to cite textual evidence to support their claims in their letters.How do vaccinations protect those whom are unable to get it? What is the “herd immunity” principle?Is vaccination a private choice or a civic obligation?

from the text.

Student-Friendly Learning Targets:I can . . . analyze the structure an author uses to organize text explain how major sections of a text contribute to the

development of the whole cite textual evidence that strongly supports my

inferences and analysis of the text produce and present information in a text

structure/media format that will best communicate my ideas

cite evidence through direct quotes or paraphrasing that strongly support my inferences and analysis of a text

Success Criteria:Students know . . . that text structures are used to develop and convey

ideas effectively that ideas can influence individuals or events and vice

versa that the close reading strategy is necessary

when confronted with difficult text which text structure is appropriate for organizing and

communicating their ideas correct format for citing evidence from the text to avoid

plagiarismSummative Assessment:

Summative Assessment Description: Students will build their background on communicable diseases such as Ebola, typhoid, common cold, and flu. Students will analyze the text structure and how the authors’ choices develop and convey ideas to influence individuals for or against quarantine. Students choose one person from our readings to write a letter to addressing how his/her decision has an impact on others. Or writes an argumentative essay answering the essential question, “How might the government protect citizens against epidemics?”

Students will create public service announcements geared toward an audience of their choosing to educate others on preventing communicable disease outbreaks. Students may choose a specific communicable disease (flu, Ebola, common cold, etc.) or have a general message. Students may choose the format: PowerPoint, video, poster, Prezi, Windows Movie Maker (PhotoStory), Google Drive, etc.

Depth of Knowledge (DOK) Explanation: DOK Level 3, summative assessment requires planning and using evidence to support the student’s argument regarding a person’s individual rights and the impact on others.DOK Level 4 – synthesizing information from required readings, required videos, and independent research to create a public service announcement and then present that announcement to its intended audience.

Central Texts: Typhoid Mary basal article 570L; Bridges to Literacy (McDougal Littell)

(Jr. Scholastic articles can be found on the LiLi database.)Jr. Scholastic Outbreak! October 6, 2014, vol. 117, No. 3 ISSN 0022-6688 1040L/leveled article 960L

Jr. Scholastic Measles SCARE, March 15, 2015, vol. 117, No. 10 ISSN 0022-6688

Typhoid Mary: Villain or Victim? (article) Lexile Level 1260; By Judith Walzer Leavitt Posted 10.12.04 NOVAhttp://www.pbs.org/wgbh/nova/body/typhoid-mary-villain-or-victim.htmlIn Her Own Words (primary source document) 1100L; http://www.pbs.org/wgbh/nova/typhoid/letter.htmlOther materials/resources (including images and videos):Video: New Jersey Nurse Quarantined http://www.cnn.com/2014/10/26/health/new-jersey-quarantined-nurse/

Video: Ebola Slowing Down http://www.cnn.com/videos/world/2015/01/17/pkg-kinkade-ebola-slowing-down.cnn/video/playlists/ebola-virus-outbreak/ http://www.cnn.com/2014/10/31/health/us- ebola/index.htmlPowerPoint: Political cartoons and pictures from a Google search on political cartoons about Ebola, typhoid, communicable diseases, Kaci Hickox, Mary Mallon

Vocabulary: CODE is a strategic approach to direct vocabulary instruction. Refer to the following website for more information: https://drive.google.com/file/d/0B4F6SblMLKSWb1IxU0RrSXRBWDg/view?usp=sharing

text structure--cause/effect, chronological, compare/contrast, problem/solution, descriptionOptional review words and activity: text features (handout in appendix A)http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks*A vocabulary pretest will determine which words will be the focus (given the week prior to the unit beginning)Title PageTable of Content IndexGlossaryHeading, subheading KeywordsSidebarsIllustrations and photographs Pictures and Captions Labelled DiagramsMapsCharts and Graphs Inset photosCutaways and cross sections

tier 3 words Ebola typhoid pandemic quarantine virus epidemiology civil rights vaccine vaccination

tier 2 words infectious toll epidemic contagious

Activity/Strategy Texts andResources

Sequencing and Scaffolding FormativeAssessments

Teacher NotesScaffolds/Extensions

Monday: Document Based InquiryDOK 3

--DBI graphic organizer--PBS essayIn Her Own Word, Mary Mallon--Videos listed above--Pictures listed above--Map listed above

Phase I: political cartoons, pictures of an African village and cemetery, picture of a quarantine tent, map of Ebola in Africa 1976-2014, picture of Mary Mallon (Typhoid Mary)

Phase II: My Own Words by Mary Mallon, newspaper article about Mary Mallon, news video on nurse Kaci Hickox,http://www.cnn.com/2014/10/26/health/new-jersey- quarantined-nurse/Phase III: News video report: Ebola Case Rate Slowing for Liberia http://www.cnn.com/videos/world/2015/01/17/pkg- kinkade-ebola-slowing- down.cnn/video/playlists/ebola-virus-outbreak/; Typhoid Mary pp. 81-87, Bridges to Literacy (McDougal Littell)News video: Judge Overturns Quarantine: http://www.cnn.com/2014/10/31/health/us- ebola/index.htmlPhase IV: Synthesis: Why do you think Mary Mallon would not listen to the health officials? Why do you think nurse Kaci Hickox would not submit to quarantine? Explain your reasoning and support with strong and thorough evidence from the sources.Do you agree with their decisions?

Teacher will circulate the room monitoring student responses

Optional: The pretest for vocabulary will be given the week before so that materials can be prepared.

Articles are easier in the DBI. Accessible to all students whether individually read, partner or group read.

Extension: Add a poem to Phase II to introduce literature to the unit.

Tuesday: Vocabulary

CODE Activities (connecting and organizing new words)

Word Wall: Teacher posts all vocabulary words for students to use in their reading and writing.

Prioritizing vocabulary: Teacher will determine which words are essential, which are important, and with are good to know.

Annotate text Close reading Answer text based questions.DOK 2 and 3

Jr. Scholastic article, Outbreak!

text based questions

Model Think Aloud, (full lesson below) Teacher will begin by modeling how to close read the article paying particular attention to text structure and the relationship between the text and text features.(See the additional notes section in Appendix A p. 30 for additional information on close reading.)

I do: We do; You do strategy

Students answer text based questions which include questions about text features

Teacher will circulate the room during the You do stage.

Leveled reading passage for Outbreak! with support from teacher or paraprofessional during reading.

Divide students into 2 groups with a teacher or paraprofessional to guide reading of the articles and through the I do, we do, you do process. define vocabulary* during annotatingEbola virusepidemiology pandemic*optional text features vocabulary from pretest

Wednesday: Vocabulary Annotate text Close reading Answer text based questionsDOK 2 and 3

CODE activity (deep processing)

Typhoid Mary, Villain or Victim?


Visualizing Vocabulary: Students create sketches with brief explanations to demonstrate understanding of vocabulary words defined previously while annotating the text.

Model Think Aloud , (full lesson below) Teacher will begin by modeling how to close read and annotate the article paying particular attention to text structure and the relationship between the text and text features.

I do; We do; You do


monitor student work by moving about the room

teacher will circulate the room during the you do stage

Use 2 column note organizer Students may use interactive reading notebooks

Text will be read whole class for the teacher think aloud.While annotating and close reading, students will mark their papers during the We do and You do stages. define vocabulary* during annotating:typhoid civil rights quarantinecontagious

Thursday: Analyze political cartoon Vocabulary Annotate text Close reading Answer text based questionsDOK 2 and 3

The Measles Outbreak political cartoon

CODE vocabulary activity(deep processing)

Jr. Scholastic article, Measles Scare


Bell Ringer: Political Cartoon – back page of Jr. Scholastic with text based questionsDiscuss as a class.


As this is the third experience with close reading, the teacher will review close reading and annotating expectations, but then the students will work in pairs demonstrating their ability to close reading and annotate an informational article.


Analyze the cartoon as a class using the provided text based questions.


Teacher will circulate the room during the You do stage.


In some cases, small groups that are teacher or paraprofessional led may be appropriate for further practice before students are ready to practice with a partner.define vocabulary* during annotating vaccine/vaccination infectioustoll

Friday: Vocabulary Finish text based questions.

CODE Activity (deep processing)


Students finish text based questions.



Week 2Monday 3 articles

text based questionsAll materials up to this point

(Give time to finish text based questions if necessary.)

Whole class discussion: discuss text based questions (which include text features and structure)

Use Backyard Barbeque activity to discuss answers

Students will use their answer sheet during the Backyard BBQ

Tuesday Wednesday Thursday

discussion vocabulary writingDOK 3 and 4

Writing Rubric Writing organizer

CODE Activity (Exercising the mind)

Meaningful Discussion Review :What did Mary do that upset so many people? What happened to her because of the decision she made? Explain Kaci’s situation.How are Mary and Kaci’s situations similar? How are Mary and Kaci’s situations different? Explain “herd immunity.”Should the government require all parents to vaccinate their children?Should quarantine be mandatory?Teacher poses the question, the student speaker for each table is first to speak – use RoundRobin/Rally Robin to ensure all students have an opportunity to share.

Remember to brainstorm, outline, and revise/edit. Students will respond in writing by choosing one of the following prompts. Students must use 5 vocabulary words in their writing assignment.How might the government protect citizens against the threat of an epidemic?Take a stand through argumentative writing. Write an argumentative essay answering this question. Students may address one issue such as quarantine or vaccinations or both in their essays.Do we have a personal responsibility for others’ health?Write a letter to one of the individuals we read about. In the letter explain your understanding of the situation,the decision made, and then whether or not you agree. Support your argument with evidence from the texts.

Extension: Participate in a deliberation (World Health Organization or CDC—vs. individual civil rights)

Interview relatives who experienced epidemics (polio, measles, etc.)

Accordion paragraph is a common graphic organizer used by my students.

Scaffold: Small group- guiding students through each step of the writing process using the accordion paragraph graphic organizer.

Activity/Strategy Texts andResources

Sequencing and Scaffolding FormativeAssessments

Instructional NotesScaffolds/Extensions

Friday:Group Project: Public Service Announcements DOK 4

public service announcement examples group planning sheet

RAFT:Role: Marketing ManagerAudience: You choose the age range (young children, teenagers, adults, women, men, etc.)Format: video, radio, billboard/magazine Task: Communicable Disease Public Service Announcement(Use readwritethink.org RAFT template)

Watch several public service announcementsRead examples of print public service announcements Review project requirements (RAFT, planning sheet) Review group expectationsReview rubric (readwritethink.org oral presentation rubric)Group students heterogeneously.

Students will complete a group planning sheet (in Appendix A) for their public service announcement.

Exit ticket:Write one question that you have about the project.

Groups will turn in their planning sheets.

Advanced students may complete more in-depth research on the communicable disease and create both a video and print public service announcement. (This requires using the same content, but exploring different text structures to see which one is more effective for product type.)

Group students heterogeneously during the project

WEEK 3Monday: Students continue to work on public service

announcements project.Exit ticket: What went well today with yourgroup? Do you need anything from me to be able to finish your project tomorrow?

Tuesday Wednesday

Students continue to work and finish their public service announcements.

Exit surveyregarding group work dynamics.

Thursday: Project Presentations

Optional Vocabulary Review

Student groups present public service announcements to the class.

(use readwritethink.org oral presentation rubric)

Discuss options for sharing the public service announcements with their intended audiences.

Optional review text features vocabulary. (Use vocabulary games routinely used in your classroom.)

Summative assessment: Projects assessed using the rubric.

Friday: Presentations cont.

optional vocabulary assessment DOK 1 and 2

Finish presentations.

Optional: Give text features vocabulary assessment (use pre-test as post test).

Vocabulary Activity:CODE is a strategic approach to direct vocabulary instruction. Refer to the following website for more information:

Optional Text Features Vocabulary Activity: After the pretest, students will be given the vocabulary sheet (Appendix A) where they will draw a sketch of the words they missed as they are reviewed during the annotating of the articles. The pretest and posttest are modified versions of the vocabulary sheet.DOK 1 and 2

CODE Activities indicated throughout the unitC Word Wall: Tier 2 and 3 vocabulary words are organized and posted on the wall for students to use in reading and writing.O Prioritizing Vocabulary: Teacher determines which words are essential, which are important, and which are good to know.D Visualizing Vocabulary: Students create sketches with brief explanations to demonstrate understanding using 2-column notes organizer.E Use It or Lose It: Students will use 5 vocabulary words in their writing assignment.

Close Reading Activity:

Typhoid Mary, Victim or Villain?Jr. Scholastic article, Outbreak!Jr. Scholastic article, Measles ScareStudents will annotate the text using our school-wide coding system. Students will use their annotations to deepen their understanding of the text through answering the text based questions. Key paragraphs will be reread to ensure understanding. Both articles are about 2 pages in

Appendix A

Pre and Post Test Source: http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks

Purpose of text feature Vocabulary word

1. Quickly tells the reader what information they will learn about

2. Shows students the different chapter or section titles and where they are located

3. Directs students where to go in the text to find specific information on a topic, word, or person

4. Identifies important vocabulary words for students and gives their definitions

5. Help the reader identify the main idea for that section of text

6. Are set apart from the main text, (usually located on the side or bottom of the page) and elaborate on a detail mentioned in the text

7. Show an important object or idea from the text

8. Allow readers to see detailed depictions of an object from the text with labels that teach the important components

9. Represent and show data related to, or elaborate on, something in the main body of text

10. Help a reader locate a place in the world that is related to text

11. Allow readers to see inside something by dissolving part of a wall or to see all the layers of an object by bisecting it for viewing

12. Can show either a faraway view of something or a close-up shot of minute detail

Partial Notes: Source: http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks

Name of text feature

Purpose of text feature Quick Sketch

Title Quickly tells the reader what information they will learn about

Table of contents Shows students the different chapter or section titles and where they are located

Index Directs students where to go in the text to find specific information on a topic, word, or person

Glossary Identifies important vocabulary words for students and gives their definitions

Headings or subtitles

Help the reader identify the main idea for that section of text

Sidebars Are set apart from the main text, (usually located on the side or bottom of the page) and elaborate on a detail mentioned in the text

Pictures and captions

Show an important object or idea from the text

Labeled diagrams

Allow readers to see detailed depictions of an object from the text with labels that teach the important components

Charts and graphs

Represent and show data related to, or elaborate on, something in the main body of text

Maps Help a reader locate a place in the world that is related to text

Cutaways and cross sections

Allow readers to see inside something by dissolving part of a wall or to see all the layers of an object by bisecting it for viewing

Inset photos Can show either a faraway view of something or a close-up shot of minute detail

Phase I: Visuals

Notices Wonders

Phase II: Text and Video

Notices Wonders

Document Based Inquiry: Mary Mallon and Kaci Hickox—Villains or Victims?

What is our personal responsibility for others’ health?How might the government protect citizens against the threat of an epidemic?

How does close reading help the reader understand the connection between individual, events, and ideas in a text?How does understanding a text’s structure help a reader make meaning from the text?

Adapted from a note-catcher created by Jess Westhoff, BSWP Teacher Consultant (2012)

Phase III: Text and Video

Notices Wonders

Page 2

Phase III: Summaries and Interpretations

Why do you think Mary Mallon would not listen to the health officials? Why do you think nurse Kaci Hickox would not submit to quarantine? Explain your reasoning and support with strong and thorough evidence from the sources.

Adapted from a note-catcher created by Jess Westhoff, BSWP Teacher Consultant (2012)

MARY MALLON: IN HER OWN WORDS

Few instances of the thoughts and handwriting of Mary Mallon, aka "Typhoid Mary," have come down to us. The longest surviving letter, and the one most telling of her plight and state of mind in the height of her quarantine, is a six-page, hand-scrawled diatribe she wrote in late June 1909. By this time, she had been quarantined against her will for over two years on an island in New York City's East River. Below, read the letter and get inside the mind of a woman tragically caught between a rock and a hard place: her discovery and labeling as a healthy carrier of typhoid who by this time had already infected numerous people through her cooking—and the city's obligation to protect the public's health. Reading between the lines, one gets a sense of just how frustrated, upset, and spiteful this 39-year-old Irish immigrant has become at her situation, a situation from which she ultimately never escaped.—Peter Tyson

Note: Mallon's letter (below) has been edited for clarity, spelling, and punctuation as well as broken into paragraphs for more manageable reading. As you read it, click on highlighted words for more information. To peruse the original handwritten letter, click on image below right.

George Francis O'Neill

To the Editor of the American

In reply to Dr. Park of the Board of Health I will state that I am not segregated with the typhoid patients. There is nobody on this island that has typhoid. There was never any effort by the Board authority to do anything for me excepting to cast me on the island and keep me a prisoner without being sick nor needing medical treatment. When I first came here they took two blood cultures, and feces went down three times per week, say Monday, Wednesday, and Friday, respectively, until the latter part of June. After that they only got the feces once a week, which was on Wednesday. Now they have given me a record for nearly a year for three times a week.

When I first came here I was so nervous and almost prostrated with grief and trouble. My eyes began to twitch, and the left eyelid became paralyzed and would not move. It remained in that condition for six months. There was an eye specialist [who] visited the island three and four times a week. He was never asked to visit me. I did not even get a cover for my eye. I had to hold my hand on it whilst going about and at night tie a bandage on it.

In December when Dr. Wilson took charge, he came to me and I told him about it. He said that was news to him and that he would send me his electric battery, but he never sent [it]. However, my eye got better thanks to the AlmightyGod and no thanks in spite of the medical staff. Dr. Wilson ordered me urotropin . I got that on and off for a year. Sometimes they had it, and sometimes they did not. I took the urotropin for about three months all told during the whole year. If I should have continued [it], it would certainly have killed me for it was very severe. Everyone knows who is acquainted in any kind of medicine that it's used for kidney trouble.

When in January [1908] they were about to discharge me, when the resident physician came to me and asked me where was I going when I got out of here, naturally I said to N.Y., so there was a stop put to my getting out of here. Then the supervising nurse told me I was a hopeless case, and if I'd write to Dr. Darlington and tell him I'd go to my sisters in Connecticut. Now I have no sister in that state or any other in the U.S. Then in April afriend of mine went to Dr.Darlington and asked him when I was to get away. He replied "That woman is all right now, and she is a very expensive woman, but I cannot let her go myself. The Board has to sit. Come around Saturday." When he did, Dr. Darlington told

this man "I've nothing more to do with this woman. Go to Dr. Studdiford."

He went to that doctor, and he said "I cannot let that woman go, and all the people that she gave the typhoid to and so many deaths occurred in the families she was with." Dr. Studdiford said to this man "Go and ask Mary Mallon and enveigle her to have an operation performed to have her gallbladder removed. I'll have the best surgeon in town to do the cutting." I said "No. No knife will be put on me. I've nothing the matter with my gallbladder." Dr. Wilson asked me the very same question. I also told him no. Then he replied "It might not do you any good." Also the supervising nurse asked me to have an operation performed. I also told her no, and she made the remark "Would it not be better for you to have it done than remain here?" I told her no.

There is a visiting doctor who came here in October. He did take quite an interest in me. He really thought I liked it here, that I did not care for my freedom. He asked me if I'd take some medicine if he brought it to me. I said I would, so he brought me some Anti Autotox and some pills then. Dr. Wilson had already ordered me brewer's yeast. At first I would not take it, for I'm a little afraid of the people, and I have a good right for when I came to the Department they said they were in my [intestinal] tract. Later another said they were in the muscles of my bowels. And latterly they thought of the gallbladder.

I have been in fact a peep show for everybody. Even the interns had to come to see me and ask about the facts already known to the whole wide world. The tuberculosis men would say "There she is, the kidnapped woman." Dr. Park has had me illustrated in Chicago . I wonder how the said Dr. William H. Park would like to be insulted and put in the Journal and call him or his wife Typhoid William Park.

Epilogue

In mid-July 1909, Judge Mitchell Erlanger of the New York Supreme Court, believing Mallon remained a danger to society, dismissed her petition for release and ordered her back to North Brother Island. But seven months later, Ernst J. Lederle, the city's new health commissioner, took pity on Mallon and released her on the promise that she never again work as a cook. Lederle, however, did not help her train for another profession that would have provided her with the standard of living to which she had become accustomed. This oversight would have serious consequences.

Initially the Department of Health kept tabs on Mallon, but eventually they lost touch with her. Then, in 1915, health officials traced an outbreak of typhoid fever at Sloane Maternity Hospital in Manhattan to the facility's cook, a "Mrs. Brown." This turned out to be Mary Mallon. She was immediately sent back to North Brother Island, where she was forced to remain for the rest of her life. She died there on November 11, 1938, having lived a total of 26 years on the island.

All told, Mary Mallon is thought to have given typhoid to 47 people, three of whom died.

Typhoid Mary: Villain or Victim? By Judith Walzer Leavitt Posted 10.12.04 NOVA

Public support plummeted and opinion turned against Mary Mallon in 1915 because of her conscious return to cooking when people believed she should have learned her lesson. "The chance was given to her five years ago to live in freedom," editorialized the New York Tribune, and "she deliberately elected to throw it away." Historians have since that time been no more lenient in their assessment of Mallon's informed return to cooking. In 1994, Robert J. T. Joy put it directly: "Consider that Mallon disappeared for five years, and used several aliases and went straight back to cooking! ... Now, as far as I am concerned, this verges on assault with the possibility of second degree murder. Mallon knows she carries typhoid, knows she should not cook—and does so."

Mary Mallon (wearing glasses) photographed with bacteriologist Emma Sherman on North Brother Island in 1931 or 1932, over 15 years after she had been quarantined there permanently EnlargePhoto credit: Courtesy of Ed and Bubbles Yadow

To be sure, Mary Mallon was not entirely blameless when she knowingly returned to cooking in 1915, but the blame must be more

broadly shared. Much of what Mallon did can be explained by events greater than herself and beyond her control. It is only in the full

context of her life and the actions of the health officials and the media that we can understand the personal position of Mary Mallon and

people like her—people whom society accuses of endangering the health of others—and can hope to formulate policies that will

address their individual needs while still permitting governments to do what they are obligated to do, act to protect the public's health.

MARY'S STRAITS

Mallon was not a free agent in 1914, when she returned to cooking. Consider her circumstances. She had been abruptly, even violently,

wrenched from her life, a life in which she found various satisfactions and from which she earned a decent living. She was physically

separated from all that was familiar to her and isolated on an island. She was labeled a monster and a freak. [For more on the

quarantine of Mary Mallon, aka "Typhoid Mary," see In Her Own Words.]

She was not permitted to work at a job that had sustained her, but she was not retrained for any comparable work. If Ernst J. Lederle,

the New York City Health Commissioner who had released her in 1910, helped her find a job in a laundry, it did not provide the wages

or job satisfaction to which she had previously become accustomed. Nor did it provide the social amenities, as limited as they were, of

domestic work in the homes of New York's upper class. The health department, for all of Lederle's words of obligation to help her in

1910, did not provide her with long-term gainful employment.

Neither did health officials, who precipitously locked Mallon up, succeed in convincing Mallon that her danger to the health of people for

whom she cooked was real and lifelong. The medical arguments that carried weight among the elite at the time and have become more

broadly convincing since did not resonate with her. There was no welfare system to support her. There was no viable "safety net,"

practical or intellectual, for an unemployed middle-aged Irish immigrant single woman.

An old file card detailing results from tests on stool specimens from Mary Mallon gives a capsule history of her capture and quarantine. EnlargePhoto

credit: Courtesy of New York County Clerk Archives

HARD CHOICESSo she did what many other healthy carriers since have done: returned to work to support herself. And the health department

responded by doing what it felt it had to do when faced with a now very public uncooperative typhoid carrier: returned her to isolation.

New York health officials did not isolate all the recalcitrant carriers it identified; many who had disobeyed health department guidelines

were out in the streets during the years Mallon remained on North Brother Island, the East River islet where she was quarantined. But

officials had reason to act as they did. And so did Mary Mallon.

Health officials chose not to deal with their first identified healthy carrier in a flexible way.

In other words, there were choices for both the health officials and Mary Mallon, and judgment, when we make it, should take this full

context into account. Events could have evolved in a different pattern. If tempers had not been raised to fever pitch in 1907, when

Mallon was first quarantined on North Brother Island, and positions not solidified, various compromises and possibilities would have

been available for education, training, and employment, all of which might have led to decreasing the potential of Mallon's typhoid

transmission.

Health officials, who certainly held the reins of power most tightly, chose not to deal with their first identified healthy carrier in a flexible

way. They chose to make an object lesson of her case. But it was a choice. If they had shown some personal respect for how difficult it

was for Mary Mallon to cope with what happened to her, it is conceivable that she would have responded in kind and come to respect

their position. As it happened, neither side considered the other, and communication was stopped short.

Part of the New York Americanarticle of June 20, 1909, which first identified Mary Mallon as "Typhoid Mary" EnlargePhoto credit: New York American,

June 20, 1909

PROPER TREATMENTHow can we address the problem that is now, still, again, before us? Shall we insist on locking up the people who are sick or who are at

risk of becoming sick because they threaten the health of those around them? Our own situation in large part determines how we think

about these questions and informs our various responses to this public health dilemma. We can view people who carry disease as if

they consciously bring sickness and death to others—like the demon breaking skulls into the skillet, as a 1909 newspaper illustration

depicted Mary Mallon [see image at right above]. We can view such people as inadvertent carriers of disease, as innocent victims of

something uncontrollable in their own bodies. We can see disease carriers as instruments of others' evil, as victims of society's or

science's perversity.

Wherever we position ourselves, as individuals and as a society, we must come to terms with the fundamental issue that whether we

think of them as guilty or innocent, people who seem healthy can indeed carry disease and under some conditions may menace the

health of those around them. We can blame, fear, reject, sympathize, and understand: withal, we must decide what to do. Optimally, we

search for responses that are humane to the sufferers and at the same time protect those who are still healthy.

The conflict between competing priorities of civil liberties and public health will not disappear, but we can work toward developing public

health guidelines that recognize and respect the situation and point of view of individual sufferers. People who can endanger the health

of others would be more likely to cooperate with officials trying to stem the spread of disease if their economic security were maintained

and if they could be convinced that health policies would treat them fairly. Equitable policies applied with the knowledge of history

should produce very few captives to the public's health.

This feature originally appeared on the site for the NOVA program T h e Most Dangerous Woman in America.

Judith Walzer Leavitt is a professor of medical history and women's studies at the University of Wisconsin, Madison. She is the author of Typhoid

Mary: Captive to the Public's Health (Beacon Press, 1996), on which the NOVA program "The Most Dangerous Woman in America" was based and

from which this article was adapted with kind permission of the author and publisher.

Name:

Hour:

Date:

Typhoid Mary, Villain or Victim? By Judith Walzer Leavitt Posted 10.12.04 NOVAhttp://www.pbs.org/wgbh/nova/body/typhoid-mary-villain-or-victim.html

Questions Answers1. Who is Mary? Why is she in trouble with the health officials?

2. What do the health officials decide to do to Mary after finding out she has returned to work as a cook?

3. According to the author, what two reasons might justify Mary’s decision to return to work as cook after being told she was a carrier of typhoid?

1.

2.

4. The author poses two questions in the article: How can we address the problem that is now, still, again, before us? Shall we insist on locking up the people who are sick or who are at risk of becoming sick because they threaten the health of those around them?

Do you agree with the author’s answers?

5. What is the author’s solution to handling a person who is a carrier of contagious diseases?

How do the text features help you understand the article?

Name: Hour: Date:

Jr. Scholastic, Outbreak! (October 6, vol. 117, No. 3)

Read the article. Answer the questions below (some questions directly taken from the Jr. Scholastic magazine).

Article Questions and Answers Map Questions and Answers

1. Where does Ebola come from? 1. Where did the first known Ebola outbreak take place (including the country)? In what year?

2. How is Ebola spread to humans? 2. Four of the five countries with outbreaks from 2000 to 2009 lie along which line of latitude?

3. How do doctors treat Ebola victims? 3. Which country has had the most outbreaks?

4. Which three epidemics had the highest death toll in history? 4. Which two countries’ borders were completely closed to their neighbors after this year’s outbreak?

5. List 2 reasons for why the Ebola virus spread over a wider area than in previous outbreaks:

--over—

1. How does the author organize the text? What text structure does the author use?

2. After the introduction, how is the article broken into sections?

3. How does analyzing the map contribute to your understanding of the article?

4. List the other text features found in this article.

5. How do these text features help you understand the article?

Synthesizing information from multiple resources:

6. How are Mary Mallon’s situation and Kaci Hickox’s situation similar? Compare and contrast their situations. You may choose to write a paragraph or use an appropriate graphic organizer like a Venn diagram or t-chart.

Additional notes:

Close reading/annotating the text: Close reading implies students will read the text for deep understanding; the text may be read multiple times and at a slower rate. Close reading symbols will be used to annotate the text. Close reading symbols used are as follows:! = surprising? = confusingbox around a word = unknown word that needs to be defined underlined = thesis/main idea/claimhighlighted = reasons/details/facts questions are written in the margins write clarifying notes in the margins

readwritethink.org templates were used for RAFT and the oral presentation rubric.

Argumentative writing and letter rubrics – Literacy Design Collaborative argumentative rubric. The most effective rubrics are student and teacher created.

CODE is a strategic approach to direct vocabulary instruction. Refer to the following website for more information:https://drive.google.com/file/d/0B4F6SblMLKSWb1IxU0RrSXRBWDg/view?usp=sharing

PUBLIC SERVICE ANNOUNCEMENT PROJECT PLANNING WORKSHEET

Group Members’ Names:

Public Service Announcement Topic: Teacher Approval

Type of Public Service Announcement (circle all that apply): video (script needed) billboard/magazine radio (script needed)

Research your topic. Use at least 3 sources. Remember to cite your sources. You may use this area for your research or a Google doc.

Job Assignments & Responsibilities:1. 2. 3. 4.

Planning Area: Draw/Script (Use this area or a Google doc.)

Resources needed:

Text Complexity Analysis of: Title: “Outbreak” by Author: Kathy Wilmore and Carlin McCarthyText Type: Informational

Text Description Recommended Complexity Band Level

“Outbreak” is an article published by Junior Scholastic in the October 6, 2014 edition. The article describes the ravages of Ebola in West Africa. It describes where Ebola comes from, how it is spread, its medical treatment, and the problems associated with quarantine and the world-wide pandemic. The article includes comparisons with other pandemics and a map of Africa showing outbreaks Ebola from 1976 to 2014.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?

The text is a moderate to complex text for 7th grade given its Lexile range. The text features are simple and its purpose is explicitly to provide information

Mark all that apply (double-click on the box and select “Checked”):

Grade Level Band: K-5 6-8 9-12 PD

Content Area: English/Language Arts (ELA) and Science (S)

Quantitative Measure

Quantitative Measure of the Text:

Jr. Scholastic Outbreak! October 6, 2014, vol. 117, No. 3 ISSN 0022-6688 1040L/leveled article 960L

Lower levels are available from Scholastic.

Range:

Upper 6th to lower 10th grade

Associated Grade Band Level:

7th Grade due to its simple qualitative measures.

Qualitative Measures

Text Structure (story structure or form of piece):

The text structure is simple due to its single-level meaning as an informational piece. The graphics are simple and supplementary to the meaning of the text.

Language Clarity and Conventions (including vocabulary load):

The language is clear, though the article does have some complex vocabulary terms. These terms have been pulled from the text and are taught throughout the unit.

Levels of Meaning/Purpose:

The text’s level of meaning is simple as it is clear that its purpose is expository in nature and only contains one level of meaning.

Knowledge Demands (life, content, cultural/literary):

“Outbreak” is Complex because it requires some background knowledge demand about regions in Africa and the spread of viral diseases. The article has sections covering these issues, students may benefit from additional study on both, the geography of Africa and how viral disease spreads.

Created by: Janelle Chaffin, Idaho, [email protected] , January 2016 _ Reviewed by: Merri Ann Drake, Idaho, [email protected] , January 2016

Text Complexity Analysis of: Title: “Outbreak” by Author: Kathy Wilmore and Carlin McCarthy

Text Type: Informational

Considerations for Reader and TaskPossible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3 Analyze the interactions between individuals, events, and ideas in the text.

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

The primary challenges of the text are the complexity of the vocabulary and background knowledge demands. All other aspects of the article are simple.

Differentiation/Supports for Students:

A teacher using this text should consider ways to teach the background knowledge required to understand the geography of Africa and how viral diseases like Ebola spread. A lower level version of the article is available from Scholastic if used as independent reading. Guided instruction with vocabulary instruction and concurrent study about viral disease and body systems is advisable for grades 7-8 because of high demands for background knowledge.

Created by: Janelle Chaffin, Idaho, [email protected] , January 2016 _ Reviewed by: Merri Ann Drake, Idaho, [email protected] , January 2016

Documents

Universal Design for Learning (UDL) · Web viewGrade 7, Reading Mary Mallon and Kaci Hickox—Villains or Victims? “How might the government protect citizens against the threat