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The Great Fever
Teacher's Guide: Hints for the Active Learning Questions

History | Civics | Geography | Science

  1. Some of the needed information for this activity can be found at the website of the PBS documentary "Crucible of Empire." After students have made their presentations, you also may want to discuss whether there are any parallels between the events surrounding the Spanish-American War and the United States' recent invasion and occupation of Iraq, such as: the role of the press in shaping public opinion about an impending conflict, questions about the validity of the justifications for war, the use of force to free a foreign people from brutal rule, and the debate over whether U.S. military interventions constitute "imperialism."

  2. The U.S. Centers for Disease Control has a special web page with information on a variety of diseases.


History | Civics | Geography | Science

  1. Information from the U.S. Centers for Disease Control on who should consider being vaccinated against yellow fever is available here.

  2. You may want to work with students as they do research for their handbooks to ensure that the information they obtain is from reliable sources, such as the Centers for Disease Control and Prevention and the World Health Organization.


History | Civics | Geography | Science

  1. Point out to students that the speed with which a disease can spread depends on a number of factors, such as whether it can be spread by human-to-human contact.

  2. You also may want to have students explore this CDC web page, which lists the possible health risks in various countries around the world.


History | Civics | Geography | Science

  1. Students who want to learn more about bloodletting may want to check out this PBS website.

  2. After the debate, you may want to have students review this Q & A from the federal government on participating in clinical trials.

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