B. Analyze Interactions among Individuals, Events, and Ideas: Patient Zero, Pages 40–45, 47, and 49 – RI.7.3 (15 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can identify the individuals, events, and ideas in a text.”

“I can analyze how individuals, ideas, and events interact with one another.”

• Ask students what their understanding of these learning targets is. Ask students what they think it means for individuals, ideas, and events to influence one another. Can they think of examples where an event or idea influenced an individual in history or in their own lives? Can they think of examples where individuals influenced events or changed people’s understanding of common ideas? (Student responses will vary, but should indicate an understanding that both in texts and in life, individuals, events, and ideas can interact and influence one another in complicated ways. Such examples might include how the invention of the computer changed people’s lives, or how the idea that people should govern themselves helped inspire the American Revolution.)
• Inform students that for the rest of the unit they will be analyzing how individuals, ideas, and events interact in Patient Zero. They are doing this to understand not just what happened, but why it happened the way it did. Just like the epidemic detectives in Patient Zero, students will be looking closely at the facts in front of them to make sense of the story.
• Distribute copies of the Solve Patient Zero, Chapter 2 note-catcher and the Solve Patient Zero, Chapter 2 note-catcher ▲ as necessary. The differentiated note-catcher supports students in analyzing interactions among individuals, events, and ideas with sentence starters. ▲ Point out that it was designed to capture how the events of an epidemic and the individuals who respond to it changed our ideas about the nature of disease, both from a scientific or medical perspective and from a social perspective. Lead a whole-class discussion to guide students through the flow of the note-catcher:
• Start with the “Ideas about Disease before the Epidemic” box, which is where students will describe how people thought of disease in general before the outbreak the chapter covers—in this case, cholera.
• Direct student’s attention to the “Major Events of the Cholera Epidemic” and “Actions of Key Individuals” boxes. Explain that here they will record the events of the epidemic and how individuals responded to them. Tell students that on this note-catcher, they will focus only on the key individuals: the epidemic detectives and patient zero (the first person to get sick in the epidemic). The events they will focus on are the main events that happened in the epidemic.
• Focus students on the section of the “Actions for Key Individuals” box labeled “(Habits of Character).” Note that individuals have thoughts, actions, character traits, and mindsets, so those will be added here. Explain that students can write examples from the mindsets and habits of character they have been discussing in class since Module 1. However, students may also add new mindsets and habits that seem appropriate for the individuals. Distribute Mindsets and Habits of Character for reference.
• Direct students’ attention to the “Ideas about Disease after the Epidemic” box. Explain that the main events and key individuals above interact to change our ideas about disease; this will be captured here. Inform students that they will complete this box in the next lesson, after gaining a fuller understanding of the impact of the cholera epidemic on ideas about diseases. Also note that in the last box, “Questions about the Epidemic,” students can record any questions they have as they complete this note-catcher.
• Inform students that they will now fill in the note-catcher for what they have read of the cholera outbreak in chapter 2 so far. Tell students that for certain information, they may need to look back to the beginning of chapter 2 that they read earlier in this unit.
• Guide students to fill in the note-catcher by asking them to Think-Pair-Share:

“What were the scientific or medical ideas people had about disease before the events of this outbreak?” (People thought that disease was caused and spread by miasma, or bad air.)

• Instruct students to write their answers in the left-hand column of the first box.
• Ask students to Think-Pair-Share:

“What were the social ideas people had about disease? What were the things they did and didn’t do to prevent disease? What were their opinions about who did and didn’t get disease? Which of their habits might have caused disease or made it worse?” (People were not paying attention to sanitation or hygiene. They dumped their waste right next to their water. London was described as a “city of filth.”)

• Guide students through completing the rest of the note-catcher, excluding the sections in the box labeled “Ideas about Disease after the Cholera Epidemic,” using the Solve Patient Zero, Chapter 2 note-catcher (pages 40–45, 47, and 49) (for teacher reference). Remind students that they will complete those sections in the next lesson, after gaining a fuller understanding of the impact of the cholera epidemic on ideas about diseases.
• As students work on the “Actions of Key Individuals” section, ask them to refer to their entrance tickets to consider how the author’s descriptions of John Snow and Henry Whitehead help define their characters and convey their actions. At this time, record poring over from the entrance ticket on the domain-specific word wall, with translations in home languages, where appropriate, and invite students to record this phrase in their vocabulary logs.
• Repeated routine: invite students to reflect on their progress toward the relevant learning target.