ALEX Resources

   View Standards     Standard(s): [HE] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

[HE] WH (10-12) 10 :

WH.7.1) Analyze individual responsibility for enhancing global health.

Example: explaining how individual actions can help or hinder the eradication of communicable diseases

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

When we think about the ways in which our world is connected, systems of global trade, international travel, or economics come to mind. But as pandemics like COVID-19 or the Spanish Flu have taught us, public health is one of the most critical aspects of our reliance on each other.

   View Standards     Standard(s): [HE] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

[HE] WH (10-12) 3 :

WH.3.1) Critique health intervention programs worldwide.

a. Examine possible solutions to world health issues through available intervention programs.

[HE] WH (10-12) 5 :

WH.4.2) Research the effectiveness of communicating prevention and management strategies to resolve world health issues.

Examples: HIV/AIDS, mental health, substance abuse, obesity, physical activity, nutrition, hunger

[HE] WH (10-12) 6 :

WH.5.1) Evaluate alternatives to current world health programs and practices.

[HE] WH (10-12) 8 :

WH.5.3) Predict the potential short- and long-term impacts of poor decision-making on world health issues.

Examples: rising cost of medical care

[HE] WH (10-12) 9 :

WH.6.1) Research the needs, strengths, and risks of long-term goals for addressing world health issues.

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

In this lesson, students will explore the structure of the World Health Organization (WHO) and its role in the Ebola epidemic in West Africa. Students will be expected to discuss challenges the WHO has faced in responding to the Ebola outbreak. This lesson will culminate with the students creating a poster to help the WHO get more people involved in the effort to stop the Ebola epidemic.

   View Standards     Standard(s): [HE] WH (10-12) 1 :

WH.1.1) Research the history of disease in the world.

a. Identify causes of major outbreaks and epidemics in the history of the world.

b. List major breakthroughs in the prevention and cure of disease.

c. Assess the effects of current health issues on world populations.

[HE] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

[HE] WH (10-12) 3 :

WH.3.1) Critique health intervention programs worldwide.

a. Examine possible solutions to world health issues through available intervention programs.

[HE] WH (10-12) 5 :

WH.4.2) Research the effectiveness of communicating prevention and management strategies to resolve world health issues.

Examples: HIV/AIDS, mental health, substance abuse, obesity, physical activity, nutrition, hunger

[HE] WH (10-12) 6 :

WH.5.1) Evaluate alternatives to current world health programs and practices.

[HE] WH (10-12) 7 :

WH.5.2) Examine barriers that hinder decision-making skills related to world health issues.

Examples: politics, religious beliefs, culture

[HE] WH (10-12) 8 :

WH.5.3) Predict the potential short- and long-term impacts of poor decision-making on world health issues.

Examples: rising cost of medical care

[HE] WH (10-12) 9 :

WH.6.1) Research the needs, strengths, and risks of long-term goals for addressing world health issues.

[HE] WH (10-12) 10 :

WH.7.1) Analyze individual responsibility for enhancing global health.

Example: explaining how individual actions can help or hinder the eradication of communicable diseases

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

This guide uses biology, health, and world study topics to engage students in global health issues and solutions from experiential and multidisciplinary perspectives. The guide offers an outline of how to organize and host a "Global Health Conference," and provides suggestions regarding logistics and instructions as well as resource materials for preparing and organizing a student conference. The Global Health Conference is a school event where students present display boards and two-page essays on various countries and their health challenges, very much like a science fair.

As a template, the guide can be modified to suit each educator's goals, student needs, and school policies. The guide is designed to involve all students from a single grade level—e.g., all seventh-grade students. However, educators can use pieces from the guide or tailor it to one class or a whole school. It is recommended that each educator adapt this guide to the most appropriate scale for his or her own school environment and policies, student needs, and learning outcomes.

   View Standards     Standard(s): [HE] WH (10-12) 12 :

WH.8.1) Formulate innovative ways to influence and support people in other countries in making positive health choices.

[HE] WH (10-12) 13 :

WH.8.2) Work cooperatively as an advocate for improving world-wide health.

Examples: participating in international events such as Earth Day and World AIDS Day

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

Meet Misra Walker, an 18-year-old who lives in a section of the South Bronx in New York City called Hunts Point. Misra explains some of the conditions her community lives with because of significant industrial activity in the area. She tells how she, along with her teen advocacy group, A.C.T.I.O.N., worked to convince the Manhattan Transit Authority (M.T.A.) to run a seasonal bus shuttle to one of the few green spaces in the community.

   View Standards     Standard(s): [HE] WH (10-12) 12 :

WH.8.1) Formulate innovative ways to influence and support people in other countries in making positive health choices.

[HE] WH (10-12) 13 :

WH.8.2) Work cooperatively as an advocate for improving world-wide health.

Examples: participating in international events such as Earth Day and World AIDS Day

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

New York student Shadia Wood tells how she became an environmental activist in this video adapted from Earth Island Institute’s New Leaders Initiative. Wood lives near several toxic waste sites and was concerned to learn that the New York Superfund—the money set aside for cleaning such sites in her state—had gone bankrupt.