PREPARING FOR BIOTERROR
Discussion Questions, In-depth Analysis, Vocabulary, and Role Play
By Laura Greenwald, Johns Hopkins University School of Advanced International Studies

Objective:
This lesson plan focuses on how America is preparing to respond to a potential bioterrorist attack. After examining relevant medical terminology (e.g., what is a vaccine?), students will review current public health information and recommendations related to the smallpox vaccination. Then, students will listen to Preparing for Bioterror, weighing the benefits and risks of the smallpox vaccination. Finally, students will join together in a role play as members of the nation's Task Force on Bioterrorism. In teams, students will debate how the U.S. should best prepare for a future bioterrorist attack with particular attention to the role of vaccinations. Students may also watch Bracing for Terror to learn about a recent simulation of a bioterrorist attack. Through analysis of the current debate on effective preventive and response scenarios, students will develop their critical thinking and problem-solving skills. Moreover, students will gain in-depth knowledge of an important national concern. This lesson consists of three parts, which can be used separately or together:

• Overview of Smallpox: What is a vaccine? Students will become familiar with the topic by examining the features of smallpox, the benefits and risks of the Smallpox vaccination, and the policy recommendations for dealing with the threat posed by weaponized smallpox. For insight into these issues, students will study Web sites to answer key questions (links to CDC, FDA, and DHHS are provided). In addition, a matching activity helps students to learn key medical terminology.
  
• Understanding Main Themes: After listening to two NewsHour reports, students will discuss the main themes as well as compare and contrast attitudes of interviewees.
• In-depth analysis of viewpoints: A classroom or homework option centering on extended interviews is provided.
• Role Play: Task Force on Bioterrorism: By completing this activity, students will explore the benefits and risks of the smallpox vaccination and will make policy recommendations about the best course of action.

The NewsHour with Jim Lehrer (November 14,2002): Preparing for Bioterror
http://www.pbs.org/newshour/bb/health/july-dec02/smallpox_11-14.html

The NewsHour with Jim Lehrer (November 11,2002): Bracing for Bioterror
http://www.pbs.org/newshour/bb/health/july-dec02/bioterror_11-11.html

Correlations to National Standards

Overview of Smallpox: Before students watch the two NewsHour reports, they should conduct background research to become familiar with the topic. Provide students with a handout, which includes both useful Web site links and study questions about Smallpox - its history, features, and the purpose and adverse effects of vaccination. The matching activity will familiarize students with important medical terms.

Websites resources:

NewsHour Web site on Bioterrorism

Centers for Disease Control and Prevention

U.S. Department of Health and Human Services

U.S. Food and Drug Administration bioterrorism Web site

The Nemours Foundation - TeensHealth

Study Questions

1. What is smallpox? How does a person contract smallpox and how does it spread? Does it still occur in the world today?

2. How is smallpox prevented?

3. Describe the smallpox vaccine. What are the possible harmful effects of vaccination? Who should not be vaccinated?

Matching Activity: Match the following medical terms with definitions below.

1. Vaccinia virus _____
2. Variola virus _____
3. Eczema _____
4. Generalized vaccinia _____
5. Prophylaxis _____
6. Pre-inoculation screening _____
7. Bioterrorism _____
8. Petri dish _____
9. Weaponized smallpox _____
10. Antibiotic _____
11. Epidemiologist _____
12. Contraindications _____
13. Surveillance _____
14. Contact tracing _____
15. Quarantine _____

Definitions
A. reasons not to be vaccinated
B. drug used to treat bacteria that will not work on a vaccine virus
C. virus that causes smallpox
D. preventive measure
E. a period of isolation imposed to prevent the spread of disease
F. disk shaped laboratory container, several inches in diameter, used to grow bacteria or cells
G. modified live virus used in the vaccine
H. systematic search and recording of cases of a disease
I. a skin rash
J. use of infectious agent such as smallpox or anthrax as a way to cause widespread disease, fear, and panic
K. public health physician or scientist who studies disease outbreaks
L. smallpox virus made to be easily dispersed through air and spread rapidly from one person to another
M. identification of people exposed to someone with the disease
N. severe, widespread skin infection with the vaccine virus
O. brief medical exam to see who should not be vaccinated because of high risk of harm from the vaccine

Teacher's Answer Key: 1. G 2. C 3. I 4. N 5. D 6. O 7. J 8. F 9. L 10. B 11. K 12. A 13. H 14. M 15. E

Understanding Main Themes - Viewing Activities for Preparing for Bioterror and Bracing for Bioterror

Procedure: Each student should receive a handout with the discussion questions. First, place students in small discussion groups so they can share ideas about the main themes, compare and contrast attitudes, and express opinions on key issues. Students should write short answers to the discussion questions based on the small group interaction. Then, moderate a larger discussion.

Discussion Questions

Preparing for Bioterror

1. What are possible harmful effects of the smallpox vaccination? Why do these effects influence vaccination policy?

2. According to the report, how has the U.S. government responded to a potential bioterrorist attack? What are the arguments for vaccinating some Americans now?

3. Discuss key concerns of health care and emergency workers regarding the smallpox vaccination.

4. Why did Dr. Paul Offit vote against the plan to vaccinate a large number of health care workers?

Bracing for Bioterror

5. What challenges did hospitals, health care personnel, and government institutions face when dealing with the simulated bioterrorist attack? How did they respond?

6. What was the main lesson learned from the similated bioterrorist attack featured in the report?

In-depth Analysis of Viewpoints - Homework or Classroom Assignment

Procedure

For further analysis of bioterrorism, students can read and summarize extended interviews listed on the NewsHour Web site: Understanding and Preparing for the threat (see link below)

http://www.pbs.org/newshour/health/bioterrorism/index.html

If you assign this activity for homework, ask students to write short summaries of one or more extended interview. At the next class meeting, students can exchange their summaries with a partner. If this activity is completed in class, place students in small discussion groups for review of the extended interviews. Discussion teams may focus primarily on one extended interview and report their analyses back to the class.

Individual or Small Group Activities - Role Play: Task Force on Bioterrorism

Procedure: Place students in small groups for the role play, in which students will represent members of the nation's Task Force on Bioterrorism. Ask students to examine focus questions regarding the controversial "pre-attack" vaccination plan. After discussion of these questions, students should make at least three policy recommendations addressing key issues raised in the focus questions. You may require students to write responses to the focus questions as a classroom or homework assignment. Finally, join the Task Force groups together for a class discussion/debate on the policy recommendations.

Focus Questions

1. Should the U.S. have a preventive smallpox vaccination policy before anyone is diagnosed with smallpox? Or, should the government advocate vaccination only after the first person is diagnosed? Explain.

2. If a preventive vaccination is implemented, who should be vaccinated? What are the options? Who should not be vaccinated?

3. What are the benefits of the smallpox vaccination?

4. What are the possible harmful effects of the smallpox vaccination?

5. If you were the head of a hospital in your area, what would you recommend for vaccination your hospital staff?

6. If a student who took a bus to school were diagnosed with smallpox, how should the school system and/or government respond?

Correlations to National Standards:

MCREL Thinking and Reasoning Standards:
1. Understands and applies the basic principles of presenting an argument
2. Understands and applies basic principles of logic and reasoning
4. Understands and applies basic principles of hypothesis testing and scientific inquiry
5. Applies basic trouble-shooting and problem-solving techniques
6. Applies decision-making techniques

MCREL Health Standards:
*Standard 1-Knows the availability and effective use of health services, products, and information.
*Standard 2-Knows environmental and external factors that affect individual and community health.
*Standard 8-Knows essential concepts about the prevention and control of disease.

MCREL Life Skills, Working with Others Standards:
*Standard 1-Contributes to the overall effort of the group
*Standard 4 -Displays effective interpersonal communication skills
*Standard 5 - Demonstrates leadership skills

MCREL Nature of Science Standards
*Standard 12--Understands the nature of scientific inquiry
Level, 7-Knows that investigations and public communication among scientists must meet certain criteria in order to result in new knowledge and methods.
*Standard 13--Understands the scientific enterprise
Level 4, 1-Knows throughout history diverse cultures have developed scientific ideas and solved human problems through technology.
Level 4, 2-Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies; hundreds of people may work together on a major scientific question or technological problem
Level 4, 4-Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen.

Author Laura Greenwald teaches English for International Relations at the Johns Hopkins University Paul H. Nitze School of Advanced International Studies (SAIS) in Washington, DC. She has a Master's Degree in Teaching English to Speakers of Other Languages from the Monterey Institute of International Studies and a Master's Degree in International Relations from Johns Hopkins University SAIS. She has a B.A. in International Relations from Johns Hopkins University.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org