Discuss the treatment used with the class as a whole. What elements seem familiar with modern medicine, what are totally at odds with modern medicine?
Have students read through page 177– just enough for them to get the feel of what the article says.Then have them look for the following information
*What does Dr Gone say should be included in culturally competent healing?
*How do contemporary therapies differ from traditional methods?
*What are the three strategies (page 168) Dr. Gone suggests for incorporating traditional healing into contemporary therapies?
Now have students watch the video.Compare and contrast this healing story with the one from the text.Lead the discussion about what “evidence based practice” is…if healing occurred using these traditional healings, can student argue that they were not effective? How did Dr Gone describe “evidence” in these stories?What parts of the treatments fit contemporary medicine, what fit traditional healing, and is it possible in integrate both – at least in the student’s minds?
There are no right or wrong answers here and that is difficult for students to grasp sometimes.They may totally discount the traditional stories as fiction or totally unworkable but, at the very least, the stories were so important that they were passed from generation to generation.You might want students to remember their own family histories – what stories are passed down about ancestors and, more importantly, why are those stories so important that they are remembered for generations?
Assign directly to your students using the code or link above, without having them log in. Simply tell your students to go to
www.pbsstudents.org and enter the Assignment Code, or click on the Assignment URL to share the assignment as a link.