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Estimated class time |
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At least two class periods, one for introduction and one for presentation. Research time, based on students' levels and abilities.
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Lesson Objectives |
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Students will:
- Learn about a particular case of ricin poisoning.
- Identify other possible agents of biological and chemical terrorism.
- Research and prepare a presentation on a selected agent.
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Materials needed |
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- Internet access
- Power Point software OR poster materials
- Video clips are available on the SECRETS OF THE DEAD: Umbrella Assassins website
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Teaching Strategy |
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Teachers!
Video clips for your students are available here.
 Video Clips
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- Ask students to share stories of their favorite spies from the movies, television, or books they have read. What are some of the things that impressed them most about these spies? Lead students through a discussion of spy gadgets and technology. How much of what they've read about or watched in movies or TV do they think is realistic?
- Direct them to the real-life spy and assassination story at the SECRETS OF THE DEAD: Umbrella Assassins website. Read through the Background and Clues and Evidence pages so that students learn the story of the Umbrella Assassins.
- Watch the video clips together and discuss the questions.
- Point out that ricin is a poison that worked in the past, but it continues to pop up in the news periodically, most recently in a false alarm from
University of Texas http://www.cbsnews.com/stories/2006/02/25/national/main1346120.shtml
Could ricin be used successfully as a biochemical weapon of terrorism? What other possible biochemical threats might we be in danger of exposure? Tell the class that they have all been assigned to work as advisors to the White House and their job is to identify and rate potential sources of biochemical warfare.
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Divide the class into groups of 3-4 students each. Either assign them a particular agent or allow each group to choose one agent to study. Lists can be found at CDC/ Bioterrorism Agents/Diseases http://www.bt.cdc.gov/Agent/Agentlist.asp or Mayo Clinic: Biological and chemical weapons http://www.mayoclinic.com/health/
infectious-disease/MH00027
- Allow students time to research their topic and to prepare for their "debriefing with the President." Their presentations should include:
- Clear identity of the agent
- How the agent is obtained
- How the agent is detected
- How the agent could be used
- Possible scope of damage/destruction
- Ways to defend or prepare for such an agent
- Security measures already in place
- Likelihood of an attack with their agent being implemented
- Visual aid (Power Point presentation, story board, or poster)
- Each group then presents to the teacher, or perhaps another student, if desired, who acts the role of the President. The rest of the class should be required to take notes and to pose questions to the presenters during and/or after their show.
- When all the presentations have been completed, discuss, as a class, and rank the threats from most dangerous to least likely. Hopefully they will learn that the risk of a major biological or chemical attack is actually pretty low and that it is very difficult to have much success with such a method.
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Internet Resources |
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Assessments |
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- Participation in discussion
- Participation in research
- Performance in presentation and question/answer sessions
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Extensions |
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- Create pamphlets designed to inform, yet put at ease, public fears about bioterrorism
- Write letters to Congress addressing any concerns about bioterrorism
- Invite a guest speaker from an agency, such as CDC, to talk to the class about bioterrorism and biodefense
- Develop a technology time-line of advances that may contribute to bioterrorism and the biodefense.
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Correlation to National Science Standards |
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Standards from http://bob.nap.edu/html/nses/html/6e.html#csc912
CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of the behavior of organisms:
Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop understandings about science and technology.
Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
Science and technology are pursued for different purposes. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems.. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.
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SECRETS OF THE DEAD is a production of Thirteen/WNET New York. © 2006 Educational Broadcasting Corporation. All rights reserved.
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