Medical historian Lindsey Fitzharris, author of "The Facemaker," provides an introduction to her book and the life of Harold Gillies.
This lesson plan about the history of plastic surgery and the work of Harold Gillies opens with a reflective question that asks students to consider the consequences of war. Students then watch, analyze, and respond to two introductory videos that present an overview of the life of Harold Gillies and the work of medical historians. Next, students explore two video clips that provide background on both World War I and Harold Gillies' life. Students then engage in a choice board activity, choosing to study seven of sixteen topics that include anesthesia, prosthetics, medical competitiveness, and the 1918 Spanish Flu pandemic. Finally, students prepare a presentation to describe their findings from the choice board activity before viewing two reflective video clips about Harold Gillies' later life and legacy. The lesson concludes with a summative writing prompt.
This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.
You can post links to the videos in the lesson along with the related handouts and engage in discussion to share responses on a discussion board or learning management system.
You can also save and share the following Google resources for students to use with this lesson.
Handout: Graphic Organizer (Google Doc).
Handout: Choice Board (Google Slides).
Handout: Choice Board Handout (Google Doc).
In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.
Pose the following brainstorming question to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.
Play the two following introductory video clips for your students. Direct your students to answer the related questions on their graphic organizers and share their responses with a partner, small group, or the class. Note: all lesson clips feature medical historian Lindsey Fitzharris, author of "The Facemaker."
Clip #1: Introduction (3:26).
Clip #2: A Medical Historian (1:01).
Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.
Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: This is not an all-encompassing list of terms included in each video. We recommend you previewing the video clips to determine any necessary additions/subtractions to this list for your specific students.
To provide context for the rest of the lesson, have your students view the two engagement video clips listed below. Direct your students to answer the related questions on their graphic organizers and share their responses with a partner, small group, or the class.
Clip #3: Slaughter and Weaponry (1:57).
Clip #4: The Doctor (3:46).
CHOICE BOARD EXPLORATION
Direct your students to read the directions on the first slide of the Choice Board and proceed to the second slide and preview the listed topics (also listed below). Have your students select seven of the sixteen topics listed for detailed exploration. Remind your students to watch the selected video clips and answer the related questions on the Choice Board Handout.
When they are finished with the seven sections, support your students in preparing brief presentations to share their findings with the class.
Clip #5: Choice Board Topic #1 - Plastic Surgery & Infection (2:18).
Clip #6: Choice Board Topic #2 - Anesthesia & Pain Medication (3:16).
Clip #7: Choice Board Topic #3 - The Patients (1:28).
Clip #8: Choice Board Topic #4 - A Central Hub (2:48).
Clip #9: Choice Board Topic #5 - Documentation (1:38).
Clip #10: Choice Board Topic #6 - Prosthetics & Masks (1:55).
Clip #11: Choice Board Topic #7 - A Grim Realization (2:02).
Clip #12: Choice Board Topic #8 - Competitiveness (1:57).
Clip #13: Choice Board Topic #9 - Art & Science (1:01).
Clip #14: Choice Board Topic #10 - Bone & Cartilage (1:07).
Clip #15: Choice Board Topic #11 - Failure (1:21).
Clip #16: Choice Board Topic #12 - Press & Renown (2:32).
Clip #17: Choice Board Topic #13 - Private Percy Clare & Dogtags (2:58).
Clip #18: Choice Board Topic #14 - Helmets, Masks, & Backpacks (3:41).
Clip #19: Choice Board Topic #15 - Germany Compared (0:59).
Clip #20: Choice Board Topic #16 - A Pandemic (1:44).
After your students have finished presenting their findings from the choice board activity, have them view the two reflective video clips listed below to begin closure of the lesson. Direct your students to answer the related questions on their graphic organizers and share their responses with a partner, small group, or the class.
Clip #21: Later Career and Life (4:07).
Clip #22: Contributions (1:22)
After your students are finished with the reflective clips, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the life and work of Harold Gillies, describe his legacy. Be sure to include evidence from the video clips and your research to support your response.