Procedures

• SET UP

  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.

• WARM UP

  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.

  • What are the consequences of war?

• INTRODUCTION

  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).

  • Who was the “Facemaker?” According to Lindsey Fitzharris, what was the Facemaker able to do for World War I soldiers?
  • What decision did Fitzharris “struggle” with in writing her book?
  • Based on the clip, what is the “climate” like today for individuals with disfigurements?

• Clip #2: A Medical Historian (1:01).

  • Based on the clip, what is Lindsey Fitzharris’ academic background?
  • What “thrives” in the United Kingdom?
  • According to Fitzharris, what does her work as a medical historian entail?

• VOCABULARY

  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.

• ENGAGEMENT

  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).

  • What does Lindsey Fitzharris mean when she says World War I was “slaughter on an industrial scale?”
  • Based on the clip, what advances in weaponry occurred during the war?
  • According to Fitzharris, how did the “science of healing” compare to the science of weaponry during this time?

• Clip #4: The Doctor (3:46).

  • Describe Harold Gillies’ background before World War I. Based on the clip, how did Gillies get involved in the war effort?
  • According to Lindsey Fitzharris, what was Gillies’ “temperament” and what impact did this have on his work?
  • Why did Queen’s Hospital become a “hub?”

• CHOICE BOARD EXPLORATION

  Provide access to the Choice Board (Google Slides) and the Choice Board Handout (Google Docs).

  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).

  • Based on the clip, where does the name “plastic surgery” come from?
  • According to Lindsey Fitzharris, how did World War I impact the field of plastic surgery?
  • What was known about “infection” during this time, and what impact did this have on plastic surgery?

• Clip #6: Choice Board Topic #2 - Anesthesia & Pain Medication (3:16).

  • Based on the clip, describe the issues with anesthesia during this era. What improvements were made during World War I?
  • Why did soldiers “fear” anesthesia?
  • According to Lindsey Fitzharris, what was used for pain medication? Summarize the story Fitzharris shares.

• Clip #7: Choice Board Topic #3 - The Patients (1:28).

  • What commonality on the “plus side” did the patients have?
  • Based on the clip, what two negatives did many of the patients share?
  • According to Lindsey Fitzharris, what impact did these negatives have on the soldiers and their time with Harold Gillies?

• Clip #8: Choice Board Topic #4 - A Central Hub (2:48).

  • How “accepting” was the British military of Harold Gillies’ work?
  • According to Lindsey Fitzharris, what did Gillies do to have soldiers come to his hospital ward?
  • Based on the clip, what was the Queen’s role with regard to the military and the hospital?

• Clip #9: Choice Board Topic #5 - Documentation (1:38).

  • Based on the clip, why did Harold Gillies want to “document what he was doing?”
  • According to Lindsey Fitzharris, why did Gillies hire Henry Tonks?
  • What was “amazing” about Tonks’ portraits?

• Clip #10: Choice Board Topic #6 - Prosthetics & Masks (1:55).

  • Why were the World War I-era masks “extraordinary?
  • According to Lindsey Fitzharris, why did Harold Gillies employ mask makers?
  • Based on the clip, what were the drawbacks of the face masks? Why did the soldiers still wear them?

• Clip #11: Choice Board Topic #7 - A Grim Realization (2:02).

  • According to Lindsey Fitzharris, how long would soldiers remain patients of Harold Gillies?
  • What “tension” existed for Gillies? Describe the “grim realization” that Fitzharris had in writing her book.
  • Based on the clip, what impact did the “pencil-pushers” have?

• Clip #12: Choice Board Topic #8 - Competitiveness (1:57).

  • According to Lindsey Fitzharris, why did the surgeons become “quite competitive?”
  • Based on the clip, what “good” came from the competitiveness?
  • Summarize the “pettiness” that existed.

• Clip #13: Choice Board Topic #9 - Art & Science (1:01).

  • When would some of Harold Gillies’ ideas come to him, based on the clip?
  • According to Lindsey Fitzharris, what two “parts” is plastic surgery?
  • Based on the clip, what was Gillies “very good” at?

• Clip #14: Choice Board Topic #10 - Bone & Cartilage (1:07).

  • According to Lindsey Fitzharris, how was Harold Gillies able to replace bone and cartilage?
  • Based on the clip, what “techniques” did he use?
  • What other efforts played a role, according to Fitzharris?

• Clip #15: Choice Board Topic #11 - Failure (1:21).

  • What does Lindsey Fitzharris mean when she says “failure had a constant presence” at the hospital?
  • According to Fitzharris, why do the failure stories need to be told?
  • Based on the clip, how did failure affect Gillies on a “personal level?”

• Clip #16: Choice Board Topic #12 - Press & Renown (2:32).

  • Based on the clip, how much “interest” was there in Harold Gillies’ work at the time?
  • According to Lindsey Fitzharris, how was Gillies’ work presented in the press?
  • When did Gillies receive his Knighthood, and what did this symbolize?

• Clip #17: Choice Board Topic #13 - Private Percy Clare & Dogtags (2:58).

  • According to Lindsey Fitzharris, why did she feature Private Percy Clare in her book?
  • Based on the clip, summarize what happened to Clare.
  • What purpose did dogtags serve?

• Clip #18: Choice Board Topic #14 - Helmets, Masks, & Backpacks (3:41).

  • Based on the clip, what protective equipment did soldiers have during World War I?
  • According to Lindsey Fitzharris, what impact did chemical weapons have during the war? In what other ways were conditions “awful” for soldiers during the war?
  • Summarize the story of Private Walter Ashworth.

• Clip #19: Choice Board Topic #15 - Germany Compared (0:59).

  • According to Lindsey Fitzharris, what “pioneering work” was occurring in Germany during World War I?
  • Based on the clip, what did these other doctors not do?
  • Why did Harold Gillies’ work stand out?

• Clip #20: Choice Board Topic #16 - A Pandemic (1:44).

  • Based on the clip, what impact did the 1918 pandemic have on World War I-era medical efforts?
  • How was the 1918 pandemic “devastating?”
  • According to Lindsey Fitzharris, how did Harold Gillies’ hospital try to protect patients from the pandemic?

• REFLECTION

  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).

  • According to Lindsey Fitzharris, what work did Harold Gillies do after the conclusion of World War I?
  • What “pushback” about plastic surgery existed, and how did Gillies respond?
  • Based on the clip, what other work did Gillies engage with during his career?

• Clip #22: Contributions (1:22)

  • How are Harold Gillies’ contributions “viewed” across history?
  • According to Lindsey Fitzharris, what “overshadowed” Gillies’ legacy?
  • What is Fitzharris’ hope?

• CLOSURE

  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.