Inside B, Unit 2/ Make a Difference

Big Idea: People make a difference and create a better world. Essential Questions science: How does science help prevent sickness or people getting sick? What is a vaccine?

Essential Question social studies: How can a person’s decisions and actions change the life of others?

In order to deepen the Common Core focus of the middle school ESOL curriculum and include Discipline-specific and Academic Language Expansion (DALE), supplemental units with informational text materials have been created. The materials include linguistic and academic skills introduced in the Inside Unit and related to a story, topic, genre, or theme in the unit. Please note, the standards are for 7th grade. Sixth and 8th grade standards are available at http://www.pdesas.org/Standard/PACore

Content, Concepts, and Skills: Key Content Standards

Academic Language Development

1.2 Reading Informational Text Key Ideas and Details / Main Idea C.C.1.2.7.A Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Vocabulary Acquisition and Use CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.4 Writing Informative/Explanatory C.C.1.4.7.A. Write informative / explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

Linguistic Complexity (Discourse Level): Accurate use of academic vocabulary and a variety of sentence structures. Accurately sequence, retell and summarize and state an opinion in response to visuals. Accurately demonstrate sociolinguistic competence (e.g. dates as month, day, year). Language Forms and Conventions (Sentence Level): Accurate use of regular and irregular present and past tense verbs and subject-verb agreement in a sentence.

Vocabulary Usage (Word Level): Acquire and use grade level vocabulary, including theme and academic vocabulary related to biographies, chronology, civil rights, voting, and political and social action.

1.5 Speaking and Listening Comprehension and Collaboration / Collaborative Discussion CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expression their own clearly.

Informational Text Standards Objectives for Curriculum Engine

• SWBAT acquire and use accurately grade-appropriate general academic and domain-specific words and phrases IOT gather vocabulary knowledge when a word or phrase is important to comprehension.

• SWBAT identify the central ideas and details of a text IOT compose a summary and a chronology.

• SWBAT write informative text IOT examine a topic and information clearly. • SWBAT engaged effectively in a range of collaborative discussions IOT build on

others’ ideas and express their own clearly.

Model Performance Indicators (MPI)

From WIDA (World Class Instructional Design and Assessment) A model performance indicator (MPI) gives expectations for what and how students can process and produce at a given

proficiency level (e.g. Entering, Emerging, Developing). They are written for language domains (listening, speaking, reading, writing). For each domain, the strand is scaffolded for language proficiency level. There are three elements in an MPI: (a) language function (verb) - describes how students process or use language to demonstrate proficiency (b) content stem / topic (topic of the standard)– the context for language instruction, derived from content standards (c) support – instructional strategies or tools used to assist students in accessing content necessary for communication (sensory, graphic, or interactive)

Model Performance Indicators

Cognitive Function: Students will sequence information from a biography and analyze how people help others and work for civil rights.

Domain Level 1 Level 2 Level 3 Listening Match oral language associated

with ways people help others and work for rights based on a question chart, working in pairs, images / photos, and sentence starters.

Predict vocabulary associated with ways people help others and work for rights based on a question chart, working in pairs and images / photos.

Interpret ways people help others and work for rights based on working in pairs.

Speaking Name ways people help others and work for rights based on question stems, working in pairs, images / photos, and sentence starters.

Discuss ways people help others and work for rights based on question stems, working in pairs and images / photos.

Give a brief oral presentations on ways people help others and work for rights based on working in pairs.

Reading Match a sequence of events from a biography based on a vocabulary scaffolding strategy, sentence starters and a graphic organizer.

Identify a sequence of events from a biography based on a vocabulary scaffolding strategy, and a graphic organizer.

Explain a sequence of events from a biography based on a graphic organizer .

Writing List ways people help others and work for rights based on question stems, images / photos, and a graphic organizer.

Identify ways people help others and work for rights based on images / photos, and a graphic organizer.

Produce a paragraph on the ways people help others and work for rights based on a graphic organizer.

Biography – Dr. Rebecca J. Cole

Video Women in Health Care and Medicine - https://www.youtube.com/watch?v=30Z4_eEBbjI Reading / Writing Speaking / Listening (1) Unit Two introduces biographies, civil / political rights and social change. Students created chronologies and learned regular / irregular past tense verbs. (2) Remind students they have read “Who was Martin Luther King Jr.,” a biography of Dr. King, “Kids Helping Kids,” and “Striving for Change” on women’s voting rights in the U.S. Tell students they will learn about a Philadelphian – Dr. Rebecca J. Cole – who helped others as a doctor and worked for equal rights. (3) Review sample chronologies (pg. 43 / T43f, 64). (4) Review regular and irregular past tense verbs. (pg. 41/ T41). (Verbs in Dr. Cole’s biography and on page 41 / T41: think/thought, go/went). Verbs in the biography of Dr. Cole include: Regular Verbs

Present Past Graduate Graduated Attend Attended Work Worked Open Opened Help Helped Learn Learned

(1) Have students find images / photos in magazines, online, from their family, etc. of people helping others and/or making a difference. (2) Complete a chart (see page 52 / T52). The sample is based on the biography of Dr. Cole. Who helped others?

Where? What group of people did he or she help?

How?

Dr. Rebecca J. Cole

Philadelphia

Women, children, babies

-She was a doctor. -She fought for equal rights. -She fought for good houses and good landlords.

(3) Use the chart to complete the dialogue. Students 1: Many people help others. Student 2: Yes, we can all help others.

Irregular Verbs

Present Past Has Had Is Was Go Went Teach Taught Fight Fought Think Thought Die Died

(4) Use the “Scaffold Language” vocabulary (p. T43D, T43e) while reading the biography of Dr. Cole. (5) Create a chronology of Dr. Cole. Students may use paper or an online timeline creator such as: http://www.readwritethink.org/files/resources/interactives/timeline_2/ http://www.softschools.com/teacher_resources/timeline_maker/ Sample chronology chart: Word bank: Philadelphia, graduated, college 1846 Dr. Cole was born in ________________. 1863 Dr. Cole ___________ from school. 1864 Dr. Cole went to ________ in Massachusetts. … …

(6) Complete the cloze paragraph based on Dr. Cole’s biography: Word Bank vocabulary: Philadelphia, second, babies, women, legal, equal

Student 1: Look at my picture! __________ (Dr. Cole) (who) helped others. Student 2: Where? Student 1: _________ (Dr. Cole) (who) helped others in ____________ (Philadelphia) (where). Student 2: Who did she* help? (he, they) Student 1: She helped _______________ (women and children) (group of people). Student 2: Great! How did she help? Student 1: She was a ________________ (doctor) (how). She fought for ___________________. (equal rights) Student 2: Wow! I need to help others. I will help others by ____________. (4) Following the dialogue, review how students answered “I will help others……” by using a “whip around” with each student stating how they will help others. “Whip Around” 1. Question: Pose the prompt that has multiple answers. Have students think about or write down as many responses as possible. 2. Whip Around “Whip” around the room, calling on one student at a time.

Dr. Cole was born in _________________. Dr. Cole went school in Philadelphia and Massachusetts. She was the ___________ African American woman doctor in the U.S. Dr. Cole worked with _____________ and _____________. Women learned about good health and ______________ rights. Dr. Cole worked for _______________ rights for women and African Americans. Alternative assessment: Read the story about Dr. Cole and answer the questions. Then, write a summary paragraph. Who was Dr. Cole? Dr. Cole was __________ What did Dr. Cole do? Dr. Cole ___________   Where did. Dr. Cole live? Dr. Cole lived in _________   When did Dr. Cole live? Dr. Cole lived from ______________________ to ________________. Why is Dr. Cole important? Dr. Cole is important because __________________________________________.   (7) In this unit, students learn how people have helped others and worked to expand civil rights. Using the Reading Strategy Support model on page T59, show images / photos to students of people working for civil / social / economic rights and/or people helping

Have students share one of their responses.

3. Discuss After completing the whip around, have students discuss which ideas and themes frequently appeared in their responses.

Evaluation: Speaking / Listening Criteria Below Basic -

1 Basic

- 2 Proficient

- 3 Student accurately pronounces vocabulary related to the topic

Student accurately selects and/or responds with vocabulary related to the topic / skill

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

(5) If possible, have students work in small groups based on

others.* In small groups, have students analyze the image / photos by asking: Beginners: Who is ______________? Who are _____________? What is ______________? What are ____________? Intermediate: Where was the____________? Where did ___________? When did ________________? Why did ____________? Have students use the Personal Narrative on pages 65 – 67 / T66 – T67 to write a paragraph about who is in the image / photo and what they did. Students may add how they think the person / people in the image / photo felt. Follow the story plan on page 66:

Beginning Middle End

*There are many student organizations in Philadelphia. The following are a few student organizations with web sites that include images:

o Build On, Philadelphia - http://www.buildon.org/what-we-do/us-programs/philadelphia/

o Juntos - http://www.vamosjuntos.org/ o Philadelphia Student Union - http://phillystudentunion.org/ o The Attic Youth Center - http://www.atticyouthcenter.org/ o United Communities, Youth - http://ucsep.org/

their response. Organize the small groups by categories or theme such as location, type of activities, etc. For example, students may want to help others based on location: (a) at school, (b) in their neighborhood, (c) in their home country, (d) in their family, etc. Then have students discuss the possible impact of their efforts to help others. NOTE: There are no surviving photos of Dr. Cole. This is an author’s rendition.

o Youth Untied for Change - http://youthunitedforchange.org/ Vocabulary – Scaffold Language (pg. T43D – T43e) Book language Strategy option Graduated Point to picture and restate: earn a

diploma Massachusetts Use Visual: Show Massachusetts on the

Northeast U.S. map Doctor Point to picture and restate: doctors help

us when we are sick clinic Explain: A clinic is a small hospital.

You go to a clinic when you are sick. New York City, South Carolina

Use Visuals: Show places on the U.S. east coast map

health Explain: When someone is not sick and is safe, they have their health.

Legal rights Point to picture and restate: Legal rights are laws; legal means you are allowed to do something

Civil rights Explain: Civil rights are things the law says everyone should be able to do.

U.S. Declaration of Independence:

Point to picture and restate: The Declaration of Independence said the U.S. should be a country. To declare means to say something is true or real.

equal Use visual: Show equal sign landlords Explain: A landlord is someone who

owns a house. People rent the house.

Evaluation Reading / Writing: Criteria Below

Basic - 1 Basic -

2 Proficient

– 3 Student accurately selects vocabulary related to the topic

Student accurately asks / answers questions and organize information related to the topic

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

(Note: Dr. Cole attended Philadelphia’s the Institute for Colored Youth. The school was opened in 1840 on a farm “outside of the city proper” on Old York Road. (Until 1854, Philadelphia boundaries were the Delaware River to the Schuylkill River and Vine Street to South Street.) In1852, the school moved to 7th and Lombard Streets and it became co-educational and hired its first female teacher. In 1866, the school moved to 915 Bainbridge Street. The school moved to a farm in Cheney, Pennsylvania in 1902. The school eventually became Cheney University of Pennsylvania. The building on Bainbridge Street became the Samuel J. Randall Public School. It closed after World War II. Today the building is a condo.)

Dr. Rebecca J. Cole Dr. Rebecca J. Cole was born in Philadelphia on March 16, 1846. She had four (4) brothers and sisters. Dr. Cole was the second (2nd) child. South Philadelphia, 1850 http://philadelphiaencyclopedia.org/archive/south-philadelphia-essay/

Philadelphia map, 1850

Dr. Cole went to school at the Institute for Colored Youth in South Philadelphia. It was a school for African American children. She graduated in 1863.

Institute for Colored Youth

Dr. Cole attended two (2) colleges. First, in 1864, she went to college in Massachusettes. Then, in 1867, she graduated from the Woman’s Medical College of Pennsylvania. She was the second (2nd) African American woman doctor in the United States.

Next, Dr. Cole worked at a clinic for women and children in New York City and South Carolina. She taught women how to take care of babies. She taught about good health.

In 1873, Dr. Cole opened a Woman’s Center. The center helped women and children. Women learned about good health. Women learned about their legal rights.

Dr. Cole worked for civil rights. In 1876, Dr. Cole helped plan the 100th anniversary of the U.S. Declaration of Independence. Some white women did not want to work with African American women. Dr. Cole fought for black and white women to work together. Dr. Cole thought everyone is equal. Everyone should have equal rights. In the 1890s – 1900s, Dr. Cole also fought for good houses and good landlords for poor people.

Dr. Cole died on August 14, 1922 in Philadelphia. She was a doctor for 50 years.

Philadelphia, 1920

South Phila, 1920s

Health and Vaccines

Videos

Vaccines

My health vocabulary - https://www.youtube.com/watch?v=pyfkcUbhbJs Health vocabulary phrases 1 (I have a…) - https://www.youtube.com/watch?v=do4mMBvrJH8 Health vocabulary phrases 2 (I have a…, I’m am…, I got….) - https://www.youtube.com/watch?v=kwzcNIrr--I How do vaccines work? (difficult text; accessible images) - https://www.youtube.com/watch?v=kwVfcc1S7IU How vaccines work (difficult text; accessible images) - https://www.youtube.com/watch?v=Zcftgu1Dwk4 What  are  vaccines?  (cartoon)  -­‐  https://www.youtube.com/watch?v=C2L-ltLTQ-Q History of vaccines (chronology) - https://www.youtube.com/watch?v=95UJd42eqUw Sid the Science Kid cartoon – “Kids Get a Shot” (start at 14:40) - https://www.youtube.com/watch?v=4tpmiGFxRg4

Parts of the Human Body Human Body video (song) - https://www.youtube.com/watch?v=hTA3LVqtfU8 My body (Level 1) - https://www.youtube.com/watch?v=qYL5e1B7aKU Parts of the body chants (This is… These are…) - https://www.youtube.com/watch?v=4-T9QuldVOw Parts of the body video - https://www.youtube.com/watch?v=7yP_0knzff8

Parts of the body video (phrases 1) - https://www.youtube.com/watch?v=3wsc4ngKLMs Parts of the body video (phrases 2) - https://www.youtube.com/watch?v=pTbjp3aMz-I

Health vocabulary Learn Health Vocabulary - https://www.youtube.com/watch?v=pyfkcUbhbJs Learn Health Vocabulary (Phrases 1) - https://www.youtube.com/watch?v=do4mMBvrJH8 Learn Health Vocabulary (Phrases 2) - https://www.youtube.com/watch?v=kwzcNIrr--I

Web sites More information on vaccines - http://www.historyofvaccines.org/

Label body parts game (Level 1 and 2) - http://www.learninggamesforkids.com/health_games/body_parts/labeling.html Body Parts – cross work and word search (with images) http://www.esltower.com/VOCABSHEETS/body/body.html

Model Performance Indicators

Cognitive Function: Students will sequence and analyze information on diseases and vaccines. Domain Level 1 Level 2 Level 3

Listening Match oral language associated with symptoms associated with diseases based on modeling, an image, a video clip and working in small groups.

Predict vocabulary associated with symptoms for diseases based on modeling, an image, and working in small groups.

Interpret the impact of symptoms from diseases based on working in small groups.

Speaking Name symptoms of diseases based on modeling, an image, a video clip and working in small groups.

Discuss symptoms of diseases based on modeling, an image and working in small groups.

Give a brief oral presentations on the effects of disease based on working in small groups.

Reading Match a sequence of events from information on vaccine based on a vocabulary scaffolding strategy, sentence starters and a graphic organizer.

Identify a sequence of events on vaccines based on a vocabulary scaffolding strategy, and a graphic organizer.

Explain a sequence of events on vaccines based on a graphic organizer.

Writing Produce a short paragraph on vaccines based on sentence starters and a graphic organizer.

Produce a paragraph on vaccines based a graphic organizer.

Produce a paragraph on using evidence on vaccines based on a graphic organizer and data from graphs.

Vaccines Reading / Writing Speaking / Listening (1) Unit Two introduces biographies, civil / political rights and social change. Students create chronologies and learned regular / irregular past tense verbs. (2) Remind students they have read “Kids Helping Kids” and about medical doctor Rebecca J. Cole. To practice with another chronology and regular / irregular verbs, students will read “What is a vaccine?” about 10 diseases cured with vaccines and symptoms associated with the diseases. (3) Show the World Health Organization poster about vaccines. Show a video clip(s) on vaccines. Use the “Scaffold Language” (p. T43D, T43e) vocabulary while reading “What is a vaccine?” Model reading the passage while using the images to support understanding. Have students partner read “What is a vaccine?” Vocabulary – Scaffold Language (pg. T43D – T43e) Book language Strategy option Injection “shot”

Point to picture and restate: a vaccine is an “injection.” We also use the word “shot.”

disease Point to pictures and restate: A vaccine can stop a disease.

Very small Gesture: use your fingers or an object to show “very small”

dead Explain and gesture: Dead is not alive. (may also use gestures)

germ Point to the pictures and explain: a germ makes us sick

antibodies Explain: antibodies fight germs

(1) Review sample chronologies (pg. 43 / T43f, 64). (a) Distribute copies of the chronology “Vaccines prevent diseases.” If necessary, watch the video clips on body parts (e.g. head, hand, eyes, ear, etc.) There are also video clips on health vocabulary phrases (e.g. I am have a fever. I have a headache.) Students will learn about the diseases and the symptoms. (b) Model learning about the disease. State the name of the disease. Read the symptoms while using gestures to demonstrate the symptoms. (c) Divide students into small groups. Assign each group one disease. Help students pronounce the name of the disease. Have students read the symptoms and practice gestures for the symptoms. Have each small group present their disease. Students should state the name of the disease and each symptom supported with gestures. (e.g. headache – put hand on head and make a negative expression on your face) Presentation (1) My partner is _________ (2) The disease we learned about is _______ (3) The symptoms of the disease are _________________

healthy Point to picture and gesture: demonstrate looking healthy

protects Point to picture and explain: To protect means to keep safe.

(4) If necessary, review regular and irregular verbs. (pg. 41/ T41). Regular Verbs

Present Past Protects (protect) Protected Stop Stopped

Irregular Verbs

Present Past Has Had Is Was Makes (make) Made Fight Fought Keeps (keep) Kept

(5) Complete the cloze paragraph based on vaccines: Word bank vocabulary: injection, shot, disease, small, germ, makes, fights, keeps, protects A vaccine is an i______________. A vaccine is a s_________. A vaccine is to stop a d_______________. A vaccine has a very

(d) Additional presentation option: Do not tell students which disease each group will present. Have classmates guess the disease being presented based on the symptoms.

s________ or dead part of a g_________. Your body m_______ antibodies from the germ. Your body f________ the disease. A vaccine k_______ you healthy. A vaccine p_______ many people. (6) Check for understanding: What is a vaccine? A vaccine is __________________. What does a vaccine do? A vaccine _______________. Who fights the disease? _______________ fights the disease. (7) Review sequence: First, then, next, last Students will answer “How do vaccines help people” using the sequence first, next, then, and last. Create the graphic organizer and model using the reading to complete the steps. Then model writing sentences in present and past tense. Have students use the sentence starters to write a paragraph. First Next has small or dead part of a germ

makes antibodies from the germs

Then Last fights the disease protects people

Evaluation: Speaking / Listening Criteria Below

Basic - 1 Basic -

2 Proficient -

3 Student accurately pronounces vocabulary related to the topic

Student accurately presents vocabulary, including symptoms, related to the topic / skill

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

How do vaccines help people? First, a vaccine ________________. Next, your body _____________. Then, the vaccine ____________. Last, the vaccine _______________. Evaluation Reading / Writing: Criteria Below Basic

- 1 Basic -

2 Proficient –

3 Student accurately includes vocabulary related to the topic

Student accurately selects vocabulary and completes sentences related to the topic

Student accurately sequences ideas related to the topic

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

For Level 3: Use the graphs included in the lesson. (see page 53 / T53 for lesson on graphs). Review cause / effect. Using the data on the graphs, have students collect evidence on how vaccines have affected people. Use the information from the reading and data from the graphs in a paragraph on “How vaccines help people.” Data from graphs Cause Effects Effects Effects Vaccines Measles:

1960 – 700,000 cases 1970 – almost no cases

Polio:

Chicken Pox:

(Note: Vaccines may be controversial. For more information: Center for Disease Control - http://www.cdc.gov/vaccines/. In Pennsylvania, students must be immunized to attend school. The exceptions are (a) physician statement to exempt child, (b) religious exemption, and/ or (c) philosophical / moral ethical conviction exemption.)

What is a vaccine?

A vaccine is an injection. A vaccine is a “shot.”

A vaccine is to stop a disease.

             

A vaccine has a very small or dead part of a germ. Your body makes antibodies from the germ. Your body fights the disease.

A vaccine keeps you healthy. A vaccine protects many people.

 

Date Disease Symptoms

Image Date Disease Symptoms

Image

1798 Smallpox Tired Headache Body pain High fever Blisters (mouth, throat) Rash

1886 Typhoid Not hungry Headache Body pains High fever Diarrhea tired

 

1927 Tuberculosis Bad cough (3+ weeks) Pain in the chest Tired Weak Not hungry Chills Fever Cough up blood

1936 Influenza (Flu) Fever Cough Sore throat Runny nose Body pain Headache tired

1955 Polio Fever Sore throat Headache Vomiting Tired Back pain Neck pain Pain in arms and legs

1967 Mumps Tired Body hurts Headache Not hungry Low fever Swollen glands

1969 Rubella / German measles Fever Rash on the face and body Headache Not hungry Runny nose

1981 Hepatitis B Stomach pain Fever Not hungry Vomiting Weak Tired Skin turns yellow

1991 Cholera Headache Vomiting Diarrhea Stomach and leg cramps

1995 Chicken pox Fever Sore throat Spots / rash blister itch No hungry

Chicken Pox: Number of reported cases — Illinois, Michigan,

Texas, and West Virginia, 1994–2010

Optional Activity - Teacher-led Activity (whole class) http://www.centreofthecell.org/lessonplans/New_Vaccines.pdf Materials Needed Three large mixing bowls or other bins One piece of paper in each bowl for each pupil (for example, if there are 30 pupils in the class, each bowl will contain 30 papers) • The first bowl should contain 3 papers marked “vaccine”, 3 papers marked “virus” and the rest blank. • The second bowl should contain 3 papers marked “virus”, half the remaining papers marked “vaccine” and the rest blank. • The third bowl should contain 3 papers marked “virus”, 3 papers blank, and the remaining papers marked “vaccine”. • All the papers in the bowls should be folded so that no one can read them. • The teacher should pass around the first bowl. Each pupil takes a piece of paper. The teacher explains that three will receive the virus, three will receive the vaccine, and the rest of the pupils will receive neither. • When all the pupils have a piece of paper, they unfold and read them. Then each pupil shakes hands with the students seated adjacent to them, in all directions. • Now ask the pupils who had the cards marked “virus” to raise their hands, • Anyone who shook hands with a person who had the virus card now has the virus. Count how many people the “virus” has spread to. Anyone who has a vaccine card is protected. • Repeat this exercise, with the pupils who received the “virus” in the first round able to spread it in the second round. Count how many people the virus has spread to now. Repeat this exercise a third time, if desired. • Now repeat the demonstration with the cards in the second bowl. Explain that this time; half the class has been vaccinated. Count how many people the virus has spread to at the end of each round. • Finally, repeat the demonstration with the cards in the third bowl. Explain that now; all but six members of the class (three who have blank cards and three who have virus cards) have been vaccinated. Again, count how many people the virus has spread to at the end of each round. • For an additional activity, the numbers of people who are infected at the end of each round can be tallied on a whiteboard and made into graphs to compare the benefits of vaccination for a few or for an entire population.

Social Studies / Science – Optional Assignment Level 3 (1) Explain to students that historians use documents to understand how people lived in the past. Historians ask questions to analyze a document. The attached document is from the Philadelphia Department of Public Health and Charities. It is a smallpox vaccination certification. (For additional information on analyzing a primary source - https://www.youtube.com/watch?v=ZJv-j2BP1zM .) (2) Use a vocabulary strategy to review academic terms in the document (e.g. public health, charities, “bureau of health,” physician, certify, examination). Show students the document. Ask 5-W questions similar to the Reading Strategy Support model on page T59. In small groups, have students analyze the document by asking the attached questions.

What is the document? Where was the document created? When was the document created? Who used the document? Why was the document important? Why did the Department of Public Health and Charities issue the document?