Summery:

This lesson is an investigation into the medicine and medical practices of the 1800’s. By taking data from the cemetery census, the students will attempt to establish the more common age and cause of death.

Connection to curriculum:

This module is appropriate to support the area of health in science, math, research skills;

and language arts. There is a close tie to seventh grade social studies (Texas history), and death/burial customs throughout cultures in sixth grade social studies.

Time:

Th students will have completed the cemetery census at this time. It will be necessary for them to have organized and examined their data. With this in mind, and including time for research and presentation, I estimate the time needed for completion to be at least two weeks. This represents time needed for research; therefore much depends on the manner in which the teacher manages independent study.

Season:

No season is specific. The teacher would choose the time suitable to relate to other subject areas. However, we did find schedules very subject to change at the end of school. It would have been beneficial to have approach this project in the fall, are at the very least early spring (then rain can be a problem.census-wised).

Materials:

BellNET census forms, available computer lab, rubric for presentation, guideline for interviews, and digital camera (to be used in presentations).

Objectives:

The student will be able to participate in data collection.
The student will demonstrate the ability to use spreadsheets, GPS’, and AlphaSmart to record data.
The student will utilize computer technology to present investigative findings.

Procedures:

1. Background: Reading of the story of Mathilda Doebbler Gruen Wagner to the class, to be followed by class discussion of Mathilda’s health, and the medicine that was practiced in the 1800’s.
2. Study groups will be assigned and research tasks will be agreed on. The groups will report these back to the teacher.
3. Together the students and the teacher will develop a calendar, establishing dates for the different steps in the research to be due.
4. Guest speakers will be contacted. Our guest speaker was Mr. Wade Sheffield, mortician and owner of Sheffield Funeral Home. Mr. Sheffield spoke on the changes in burial procedures and customs since the late 1800’s.
5. The students were given time to meet in class and share information. Some time was given for presentation preparation.

1. How do burials differ today from those of the 1800’s?
2. Compare and contrast the burial customs of the pioneers and those of ancient Egypt.
3. Compare the causes of death today with those of the 1800’s.
4. Compare medical training of yesteryear and today.
5. Does hygiene effect longevity of life? How?

Evaluation:

For the student:

1. What is the value of a "cemetery census"?
2. Why is knowledge of our past necessary, or is it?

Expanding the Lesson:

1, After visiting the cemetery, the students had the opportunity to go to the computer lab and design their own tombstone. They drew the stone and wrote their epitaph. They were designed with varying degrees of seriousness. The stones were created in black and white, cut out and mounted on solid color (or posterboard) makes a very interesting display.

TEXAS TEARS AND TEXAS SUNSHINE Voices of Frontier Women Edited by Jo Ella Powell Exley; Texas A&M University, 1985 (cost in 1999 $16.00)

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