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AOHS Global Health

Lesson 4World Populations and Disease

In this lesson, students consider how different populations are affected by disease. They explore both demographic and epidemiological transition theories, and they learn how fertility, mortality, and disease change as a country’s economy improves. Students also learn about vulnerable populations that may be especially likely to suffer from disease and health issues. They finish the lesson by writing a health report on a specific country, evaluating its demographic and epidemiological transition as well as its vulnerable populations.

Advance Preparation In Class Period 1, you will need access to the video “As Bangladesh’s Population Grows, Slum

Dwellers Struggle” at http://video.pbs.org/video/1853981311/ . In Class Periods 5 and 6 students will need computers with Internet access and word processing

software, with one student per computer.This lesson is expected to take 7 class periods.

Lesson FrameworkLearning ObjectivesEach student will:

Compare and contrast the leading causes of death and disability in different regions of the world Translate data tables and graphs of health status measurements into words, and written data

descriptions into charts Describe the demographic transition as countries develop economically* Describe the epidemiological transition as countries develop economically* Characterize the rates of death and disease for vulnerable populations within countries and

regions Display understanding of the personal importance of showing compassion to people facing great

socioeconomic and health challenges*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Copyright © 2012–2016 NAF. All rights reserved.

http://video.pbs.org/video/1853981311/

AOHS Global HealthLesson 4 World Populations and Disease

Academic StandardsThe relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

Demonstrate the ability to analyze diagrams, charts, graphs, and tables to interpret healthcare results (National Health Science Standards 2015, Standard 1.32)

Assess the impact of emerging issues on healthcare delivery systems (such as: technology, epidemiology, bioethics, socioeconomics) (National Health Science Standards 2015, Standard 3.13)

Apply basic computer concepts and terminology necessary to use computers and other mobile devices (National Health Science Standards 2015, Standard 11.31)

Describe the content and diverse uses of health information (Common Career Technical Core 2012, HL-HI 2)

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations (Next Generation Science Standards 2013, MS-LS2-4, Ecosystems: Interactions, Energy, and Dynamics)

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems (Next Generation Science Standards 2013, MS-ESS3-4, Earth and Human Activity)

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity (Next Generation Science Standards 2013, HS-ESS3-1, Earth and Human Activity)

AssessmentAssessment Product Means of Assessment

Population health report describing life expectancy, mortality rates, and vulnerable populations for a specific country (Student Resource 4.9)

Assessment Criteria: Population Health Report (Teacher Resource 4.4)

Prerequisites Knowledge of communicable and noncommunicable diseases Understanding of noncommunicable disease risk factors Understanding of health measurements such as mortality rate, incidence rate, and prevalence of

disease

Instructional Materials Teacher Resources

Teacher Resource 4.1, Answer Key: World Populations and Disease Anticipation Guide

Copyright © 2012–2016 NAF. All rights reserved. 2


Teacher Resource 4.2, Presentation 1 and Notes: Demographic Transition (includes separate PowerPoint file)

Teacher Resource 4.3, Presentation 2 and Notes: Vulnerable Populations (includes separate PowerPoint file)

Teacher Resource 4.4, Assessment Criteria: Population Health Report Teacher Resource 4.5, Prompts: Learning Objective Reflection (separate PowerPoint slide) Teacher Resource 4.6, Guide: Teaching Reflection Teacher Resource 4.7, Key Vocabulary: World Populations and Disease Teacher Resource 4.8, Bibliography: World Populations and Disease

Student Resources Student Resource 4.1, Anticipation Guide: World Populations and Disease Student Resource 4.2, Graphs: Socioeconomic Development and Causes of Death Student Resource 4.3, Note Taking: Demographic Transition Student Resource 4.4, Reading: Demographic Transition Student Resource 4.5, Reading and Note Taking: Epidemiological Transition Student Resource 4.6, Note Taking: Vulnerable Populations Student Resource 4.7, Reading: Vulnerable Populations Student Resource 4.8, Assignment: Population Health Report Student Resource 4.9, Guide: Citing Sources

Equipment and Supplies LCD projector and computer for PowerPoint presentations and to show a PowerPoint slide and a

video Computers with Internet access and word processing software (one for each student) Whiteboard, blackboard, or flip chart

Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 10 Anticipation Guide: World Populations and Disease



Step Min. Activity

This activity is designed to get students thinking about how the socioeconomic status of a country impacts the types of disease and injury that are most common, how this impacts fertility and mortality rates, and how demographic transition works.

Refer students to Student Resource 4.1, Anticipation Guide: World Populations and Disease. Instruct students to read each statement and mark whether they agree or disagree with the statement. They should also write a brief explanation in the “My reason” space.

Tell students that they can make good guesses about these statements based on what they have already learned in this course.

After students have read the statements and completed their guesses, explain that they will have opportunities throughout the lesson to find out if their answers are correct and to fill in the “I learned” sections of the guide. Let students know that you will review this anticipation guide at the end of the lesson. To answer any questions that arise, use Teacher Resource 4.1, Answer Key: World Populations and Disease Anticipation Guide.

Point out that many of the statements in their anticipation guide are about how socioeconomic status impacts health. Ask students to explain what they think socioeconomic means, and then explain that socioeconomic status is related to or concerned with the interaction of social and economic factors. Let students know that in the next two activities, they will look more closely at the connection between disease and economic status or development.

2 20 Video and Analysis: Causes of Death and Disease in Low-Income CountriesIn this activity, students consider how economic issues in Bangladesh affect causes of death and disease.

Prior to class, prepare to project the video “As Bangladesh’s Population Grows, Slum Dwellers Struggle” at http://video.pbs.org/video/1853981311/.

Refer students to Student Resource 4.2, Graphs: Socioeconomic Development and Causes of Death, and direct their attention to the pie chart. Explain that this chart shows the years of life lost by causes of death in Bangladesh, and point out that Bangladesh has a low-income economy. Then point out the three categories of causes of death on the pie chart: communicable diseases, noncommunicable diseases, and injuries.

Ask students to speculate on what Years of Life Lost means. After taking some suggestions, write the following definition on the board:

Years of Life Lost: a health indicator that equals Life Expectancy minus actual Age of Death for a population. It shows loss from premature mortality.

Then paraphrase the following explanation for your students. Encourage them to ask questions, because this is a fairly abstract concept that is important for students to understand, as it is key to global health:

In developed countries such as the United States, you are considered to have lived a full life if you reach the age of 75. If you live longer than that, it’s a bonus. If you die before the age of 75, your death is considered premature.

If you look at the whole population of a country, you can see what proportion dies prematurely (before the age of 75), and you can assign a cause for each of these




Step Min. Activity

premature deaths. The calculation is weighted, however. The younger people are when they die, the more heavily weighted their deaths are, because they have lost the most years of life prematurely.

If you assign causes of death according to the categories of communicable disease, noncommunicable disease, and injuries, you can see patterns that correspond to how developed a country is. That’s why Years of Life Lost is a useful measurement: the more developed a country is, the smaller the proportion of deaths from communicable disease and injury.

Tell students that an explanation of Years of Life Lost is included in Student Resource 4.2 for their reference.

Point out that the percentages in the pie chart add up to 100%. Each percentage expresses what part of the total premature deaths was due to each cause. Ask a volunteer to say which category accounted for the greatest percentage of death (communicable) and recall examples of communicable diseases (cholera, HIV, tuberculosis).

Next, ask students to volunteer their thoughts on why the death rate for communicable diseases is so high in Bangladesh. Take some answers.

Tell students that they are going to watch a video about a key reason for the high death rate in Bangladesh.

Show the video at http://video.pbs.org/video/1853981311/ using an LCD projector.

After the video, use questions like the following to lead a discussion about the connection between Bangladesh’s low-income economy and its high rate of communicable disease.

What makes the slum dwellers in Dhaka so vulnerable to diahhroeal and other communicable disease?

Do you think the poor people of Dhaka should have to pay for clean water? Why or why not?

If Dhaka’s economy improves, do you think the health status of the population will also improve? Why or why not?

Tell students that they will explore the relationship between causes of death and socioeconomic status more fully in the next activity.

3 20 Analysis: Relationship Between Socioeconomic Development and Causes of Disease and DeathIn this activity, students study data to consider how causes of death differ between countries of different socioeconomic status.

To begin, ask a student volunteer to recall and explain in his or her own words what years of life lost measures. Then refer students to the table on the third page of Student Resource 4.2. Give students time to study the table. Then ask volunteers to explain what information is given in the table. Make sure students understand the following points:

The table gives information about four countries in each of four economic levels. Cause of death is categorized by communicable disease, noncommunicable




Step Min. Activity

disease, and injuries. The table provides the percentage of years of life lost by cause of death for each

country.

Then ask students to study the data and discuss their response to the following question with a partner:

What pattern do you see about the cause of death in low- or lower-middle income countries? How is that different from the cause of death in higher-income countries?

Ask pairs to share their ideas with the class. Students should be able to recognize that higher-income countries have a greater proportion of deaths from noncommunicable disease.

Then write the following question on the board, and instruct students to write down their thoughts in their notebook:

Why do you think there is a higher percentage of deaths from noncommunicable disease in developed countries?

Let them know that in the next class period, they will learn more about what happens to a country’s overall health as income increases, and they will have the opportunity to reevaluate their ideas.

To conclude the activity, allow students to revisit their anticipation guide (Student Resource 4.1) and make note of anything they have learned. Also instruct students to add information about at least three countries to the regional reference maps at the beginning of their notebook.

CLASS PERIOD 2

4 35 Presentation: Demographic TransitionThis activity gives students a more in-depth understanding of how a country’s health problems change as the country’s economy changes, and it introduces them to the concept of the population pyramid. It also develops students’ listening and note-taking skills.

To prepare, make notes to guide class discussion using Teacher Resource 4.2, Presentation 1 Notes: Demographic Transition. Have Teacher Resource 4.2, Presentation 1: Demographic Transition (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Refer students to Student Resource 4.3, Note Taking: Demographic Transition. Ask them to try to answer the questions on the resource while they view the presentation. Let students know they will have time to finish the questions and review their answers when the presentation is over.

Present the slideshow. Use the notes you prepared previously and the questions on the slides to encourage class discussion.

This presentation is duplicated as Student Resource 4.4, Reading: Demographic Transition. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a



Step Min. Activity

class. This student resource is also useful for review.

After the presentation, review student responses to Student Resource 4.3 as a class. Project the slides again as necessary to help students understand the stages of demographic transition.

5 15 Interpretation: Population PyramidsStudents practice interpreting population pyramids.

Point out the three population pyramids at the end of Student Resource 4.3. Ask students to work with a partner on answering the questions, and then review them as a class. Tell students that the first one is for the United Kingdom in 2011 (a developed country). The second is for Sierra Leone in 2011 (a developing country). The third one is for Greece in 2050, showing a country with a graying population (more old people than young people).

Point out that population pyramids are an effective visual way to present information about the changes in a population over time.

If time allows, have students revisit their anticipation guide (Student Resource 4.1) and make note of anything they have learned.

CLASS PERIOD 3

6 35 Reading: The Epidemiological TransitionIn this activity, students learn about epidemiological transition and the shift from an era of out-of-control infectious disease to an era of degenerative, noncommunicable disease.

To begin, write the following stages of epidemiological transition on the board in this order:

Age of Pestilence and Famine Age of Delayed Degenerative Disease Age of Obesity Epidemic Age of Receding Pandemics Age of Degenerative and Man-Made Diseases

Then explain that these are different stages of health and disease that all countries go through. The United States has gone through all of these stages. Ask students to use what they know to predict the chronological order of these “ages” and write their guess at the order in their notebook. Then have volunteers share their lists and briefly explain why they listed them in the order they did. Students will learn about the correct order in the reading.

Next, refer students to Student Resource 4.5, Reading and Note Taking: Epidemiological Transition. Explain that epidemiological transition, like demographic transition, is a theory that explains how the health of a country changes over time because of industrialization and improvements in health care.



Step Min. Activity

Have students read the instructions on Student Resource 4.5 and answer any questions.

After students complete the reading and note-taking chart, divide them into pairs or small groups and have them compare their charts. Allow a few minutes for students to make changes based on feedback from their peers, and then review the chart with students. Invite students to share one thing they learned, and answer any questions. Make sure students understand how the country’s development leads to each stage, from the early stages of infectious disease to the growth of noncommunicable diseases and the eventual management of some noncommunicable disease risk.

7 15 Review: Applying Epidemiological Phases to BangladeshStudents practice applying their understanding of epidemiological phases.

Tell students to think back to what they learned about Bangladesh in Class Period 1. Ask them to consider the following question:

Which stage of the epidemiological transition is Bangladesh in? Explain your reasoning.

Invite volunteers to share their thoughts. While it may be difficult for students to say precisely which stage the country is in, students should be able to guess whether the country is in the Age of Pestilence and Famine, the Age of Degenerative Disease, or moving toward the Age of Obesity Epidemic, based on what they know about the country’s mortality rate, top causes of death, and general level of development.

Explain that while epidemiological transition affects the country as a whole, there are certain segments of a country’s population that will always be at greater risk from health problems. These groups are called vulnerable populations, and students will learn more about them in the next class period.

Have students revisit their anticipation guide (Student Resource 4.1) and make note of anything they have learned.

CLASS PERIOD 4

8 30 Presentation: Vulnerable PopulationsThis activity provides students with a more in-depth understanding of what a vulnerable population is. It also gets them thinking about how important it is to develop global health initiatives that are designed specifically to help vulnerable populations.

To prepare, make notes to guide class discussion using Teacher Resource 4.3, Presentation 2 Notes: Vulnerable Populations. Have Teacher Resource 4.3, Presentation 2: Vulnerable Populations (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Tell students to think about what they know about life for women in Afghanistan. Ask them the following questions:

Do you think women in Afghanistan get all the health care services they need? Why or why not?



Step Min. Activity

Call on volunteers to share their thoughts. Students will probably say that women in Afghanistan do not get all the health care services they need, and they may have a variety of explanations. Tell students that women in Afghanistan are a vulnerable population, and that providing health care for vulnerable populations is an important part of global health initiatives. Explain that they will learn more about vulnerable populations during this activity.

Refer students to Student Resource 4.6, Note Taking: Vulnerable Populations. Ask them to use this resource to take notes as they view the presentation.

Present the slideshow. This presentation is also duplicated as Student Resource 4.7, Reading: Vulnerable Populations, to use according to your preferences.

After the presentation, divide the class into pairs or groups of three and have them compare their answers in Student Resource 4.6. Then call on volunteers to share their answers to each question with the whole class, and use this time to correct any misunderstandings.

Point out that many global health initiatives focus on reaching specific vulnerable populations. If we can help a vulnerable population, such as children or poor people, we can increase the overall health of the country and the world. In the United States, professionals sometimes talk about health disparities between different groups of people. A disparity is a very large difference. It’s another way of describing how the health of our vulnerable populations is not as good as populations that are not vulnerable.

If time allows, have students revisit their anticipation guide (Student Resource 4.1) and note anything they have learned. Also instruct students to add at least one country they learned about to the regional reference maps at the beginning of their notebook.

9 20 Defining Format: Demographic Transition, Epidemiological Transition, Vulnerable PopulationsIn this activity, students solidify their understanding of several complex terms by completing Defining Format charts.

This activity focuses on the following career skill:

Developing awareness of one’s own abilities and performance

The Defining Format exercise provides a way for students to define terms and concepts by using a frame that mimics how a dictionary defines a word. This approach allows students to discuss the terms and concepts and create their own understanding. The students are asked to identify a category for each term and three (or more) characteristics. See The NAF Learning Handbook for more information on this strategy.

If your students are not familiar with Defining Format charts, complete a practice chart on the board using the term cardiovascular disease.

Term Category Characteristics

Cardiovascular disease is a noncommunicable disease that

(1) involves the heart or blood vessels

(2) is one of the leading



Step Min. Activity

causes of death worldwide

(3) can be prevented (the risk of it can be reduced) by a healthy diet and exercise

Once you are confident that students know how to create a Defining Format chart, divide the class into groups of three and give each group a sheet of chart paper. Ask them to create a Defining Format chart on their chart paper and use it to define each of the following terms:

demographic transition

epidemiological transition

vulnerable populations

Tell students that this activity helps them create detailed and accurate definitions of the terminology that they will need to know before completing their assessment activity for this lesson.

Give students 5–10 minutes to work in their group, and then ask them to post their chart. Start with demographic transition, and ask groups to share their category for that term. As a class, select the best category from those suggested by the groups. Repeat the process with the characteristics for demographic transition. The goal is to create the best possible definition of the term.

Once demographic transition has been defined, repeat the process for the other two terms. Point out that this is an excellent opportunity for students to really make sure they understand what these terms mean before moving on to the next activity, where they will be using these terms and discussing them in great detail. Encourage students to ask questions and clear up any misunderstandings before moving on to the next activity.

CLASS PERIOD 5

10 15 Research Preparation: Health of a Population ReportIn this activity, students prepare to conduct an analysis of the health of a country’s population. They research where the country is in terms of demographic and epidemiological transition and identify the country’s vulnerable populations.

This activity focuses on the following college and career skills:

Utilizing time efficiently when managing complex tasks Locating, evaluating, and applying information

Refer students to Student Resource 4.8, Assignment: Population Health Report. Explain that they are going to research a country in the Americas and write a report about the overall health of the country, using what they’ve learned about health indicators, demographic and epidemiological transition, and vulnerable populations.



Step Min. Activity

Tell students that they are going to begin by doing research, primarily using two sites that they will use frequently for research in the class: The CIA World Factbook site (https://www.cia.gov/library/publications/the-world-factbook/) and the WHO site (www.who .int ). If you feel that students would benefit from instruction in navigating the sites, use the LCD projector to visit both sites with students. Search for a particular country on the WHO site, such as Angola, and ask students to identify types of information that they see on the country home page, such as statistics, a map, and a downloadable health profile. Then search for the same country on the CIA World Factbook site and have students do the same exercise. Point out that on the CIA World Factbook, each tab expands to show multiple headings.

Then allow students a few minutes to read the instructions and the assessment criteria on Student Resource 4.8. Explain that in this class period, they will be focusing on the research and that you will talk as a class about writing the report later.

11 10 Research Preparation: How to Cite SourcesStudents examine the correct way to cite and format sources that they use as they conduct research.

Refer students to Student Resource 4.9, Guide: Citing Sources. Ask them to read the resource through and answer any questions. As they read, put the following incorrectly cited sources on the board (or choose a couple of your own):

Susan Brownmiller, The Art of Italian Cooking, Brown and Co., 1927. Accessed June 26, 2014, Women, Infants, and Children, Colorado Dept. of Public

Health and Environment, http://www.colorado.gov .

Ask volunteers to come up and correct them. Use this time to make sure students understand proper formatting of sources.

12 25 Research: Health of a Population ReportStudents conduct research to prepare for writing their population reports.

Have students choose a country from the list and then begin their research following the instructions in Student Resource 4.8. Circulate as they work, answering questions about their research.

In the final five minutes of the activity, have students work with a partner to compare notes. Ask them to discuss the information they have found and identify any more research that needs to be done. Explain that if they have more research, they should complete it for homework. Tell them to come to the next class period with their research notes complete and prepared to write their report.

CLASS PERIOD 6

13 15 Discussion: Sample ReportIn this activity, students review the sample essay in preparation for writing their reports.


http://www.colorado.gov/

http://www.who.int/

https://www.cia.gov/library/publications/the-world-factbook/


Step Min. Activity

Direct students’ attention to the sample report in Student Resource 4.8. Tell students that the report gives an overview of the health status of Rwanda, a country in Africa. Allow students a few minutes to read it independently. Then go through the report one paragraph at a time and ask students to identify the purpose of each paragraph. Make sure that students deduce the following:

The first paragraph introduces the report and gives background information about Rwanda.

The second paragraph gives information about health status indicators. The third paragraph gives information about the stage of demographic transition for

the country. The fourth paragraph gives information about the stage of epidemiological transition

for the country. The fifth paragraph gives information about vulnerable populations. The last paragraph concludes the report.

Then ask students to share their ideas about what makes the report a strong source of information about the health status of Rwanda. Ask students to also share their ideas about what might make the report better.

14 35 Writing: Population ReportStudents use the example report and the research they have gathered to write population reports.

Give students the rest of this class period to write their reports. Have them review the instructions in Step 3 of Student Resource 4.8, as well as the assessment criteria.

Circulate among the students as they write, answering questions and resolving any difficulties.

Tell students that if they haven’t finished writing drafts of their reports, they need to do so for homework.

CLASS PERIOD 7

15 15 Peer Review and Revision: Health of a Population ReportIn this activity, students get peer feedback on their reports before turning them in. This helps them think about the strengths and weaknesses of their writing and research.

Ask students to trade reports with a partner and read each other’s report. Instruct students to keep the assessment criteria handy as they read so that they can consider how well their partner’s work matches up to the assessment criteria.

Instruct students to identify two effective aspects of the report—for example, “I think your analysis of the population pyramid was really clear and easy to understand”—and two things that could be improved—for example, “I got confused about why you thought the country was at this stage of demographic transition.”

Tell students to return the report to their partner and share their feedback. Tell students



Step Min. Activity

to make revisions to their draft for homework, and then ask them to turn in the final draft of their report by the due date you set. Collect and assess the reports using Teacher Resource 4.4, Assessment Criteria: Population Health Report.

Point out that this kind of in-depth analysis of a country is often an important first step that the WHO or other organizations undertake before they send help to a country in need. They need to know what the country’s true needs and problems are in order to send the right kind of aid. Let students know that in the upcoming lesson, they will think more about how an organization determines when and where to send aid.

16 10 Review: Anticipation GuideIn this activity, students return to the anticipation guide they did at the start of this lesson and consider what they have learned.

Ask students to return to Student Resource 4.1, the anticipation guide they have been completing during the lesson. Give students a few minutes to add additional information to the “I learned” section, and then review the guide as a class, using Teacher Resource 4.1, Answer Key: World Populations and Disease Anticipation Guide.

You may want to gauge student understanding by assessing the anticipation guides on a credit/no-credit basis.

Reiterate that countries are always experiencing some degree of demographic and epidemiological transition. One of the challenges of working in the global health field is that new diseases and new health issues are appearing all the time. By using theories and tools like population pyramids to track changes over time, global health professionals can be better prepared to face the challenges of tomorrow.

If time remains, allow students to add information about their country to the regional reference maps at the beginning of their notebook.

17 25 Reflection: Key Learning ObjectiveStudents reflect on whether they met a specific learning objective for this lesson.

Prior to class, prepare to project Teacher Resource 4.5, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity.

Note: If your students lack experience with reflecting on their learning or reflecting on whether they met a learning objective for a lesson, refer to Teacher Resource 4.6, Guide: Teaching Reflection. Allocate more time for this reflection activity in order to integrate more direct instruction and practice.

Write the following learning objective on the board:

Characterize the rates of death and disease for vulnerable populations within countries and regions

Project Teacher Resource 4.5, Prompts: Learning Objective Reflection. Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook.

Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their



Step Min. Activity

reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful.

Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project.

ExtensionsContent Enrichment

Have students bring closure to the vocabulary taxonomy they started in Lesson 1. Instruct them to spend five minutes adding any new terms that they have not yet included. Next, have students do a gallery walk to collect more terms from their classmates. Conduct a brief class review and discussion on the additions they made. Conclude by reminding students that they now have a resource for future assignments that will help them to remember and use new terminology.

Instruct students to expand their population health reports into a PowerPoint presentation that includes images of their country as well as highlights of the data they found.

Ask students to choose a country and create a population pyramid for it using the graphing functions of Excel.

Ask students to select a vulnerable population and research its status around the world. In which countries is the population vulnerable? Are there countries in which this population is thriving? Have students report back to the class on what they learned. Use this information to discuss whether there are truly universal vulnerable populations, populations that are in danger throughout the world, or whether the distinction of vulnerability is really tied to the specifics of the society in which the population exists.

Ask students to create an alphabetical taxonomy of terms related to demographic and epidemiological transitions. They can place this taxonomy in their notebook and add to it in future lessons.

STEM Integration Math: Have students use the data on the country they reported on to create several different types

of graphs, such as column graphs showing life expectancy, line graphs showing changes in life expectancy over time, population pyramids, and so forth.

Technology: Instruct students to watch one of the following videos and complete the activity described. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program. o Instruct students to watch this video about population growth: http://www.youtube.com/watch?

v=DCPCQrxBUOU&NR=1. Then ask students to choose an aspect of population growth to research and illustrate with a graph.

o Instruct students to watch this video about the graying population in Japan: http://www.youtube.com/watch?v=vBWsLdDlyI4. Have students create cause and effect


http://www.youtube.com/watch?v=vBWsLdDlyI4

http://www.youtube.com/watch?v=DCPCQrxBUOU&NR=1

http://www.youtube.com/watch?v=DCPCQrxBUOU&NR=1

http://www.keepvid.com/


diagrams that show how an aging society affects the population’s health status and the economy.

o Instruct students to watch this video about India, a country at Stage 2 in the demographic transition: http://www.youtube.com/watch?NR=1&v=NmRcJ18-Etc. Ask students to write a paragraph explaining how migration from rural to urban environments changes the economy and the health status of the population, based on the story told in the video.

o Instruct students to watch the video series Women, War and Peace (http://www.pbs.org/wnet/women-war-and-peace/) and report back to the class on what they learn about women as both a vulnerable population and a population of change-makers. Ask students to point out what elements made them feel compassion for the women they saw, and what elements made them feel proud of the strides women are making.

Math: Use the data available at http://www.census.gov to give students math problems based in the real world. Using the data from 2000 and 2010, students can do math problems to determine the growth rate of the country, the rate of growth or shrinking of specific populations/ethnic groups, the percentage of people in their state who have a certain level of income, and so on.

Additional Cross-Curricular Ideas Social Studies, History, Geography: Have students research the history and geography of the

country they reported on and add an introduction to their report that summarizes what they learned and how they think it may impact the country’s overall health—for example, how geography increases or decreases the risk of specific illnesses or injuries, how the history of the government and/or the existence of civil unrest has affected public health.

History, Geography: Revisit the terms developing country and developed country. Ask students to categorize the countries they are currently studying in history or geography as developing or developed, and give their reasons. Depending on the period of history you are studying, students may need to rethink what constitutes a developed country. Have students create a Venn diagram to compare a developing country and a developed country.


http://www.census.gov/

http://www.pbs.org/wnet/women-war-and-peace/

http://www.youtube.com/watch?NR=1&v=NmRcJ18-Etc

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