Health Disparities: Middle Grades

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Objectives

Activities will help students:

• Identify health disparities in their own community
• Examine the factors that contribute to health disparities 

Essential Questions

• Are you entitled to live in a safe community?
• Do you feel you have the same opportunities as your classmates?
• What would happen if you couldn’t go to a doctor when you were sick?
• Is “all men are created equal” a reality in the United States?
• Have you ever felt like you were at an unfair disadvantage?

Glossary

bias [bahy-uhs]
(noun) a tendency or inclination that prevents unprejudiced consideration

disparity [dih-spar-i-tee]
(noun) lack of equality, inequality, difference

minority [mi-nawr-i-tee]
(noun) a group differing especially in race, religion or ethnic background

unfair [uhn-fair]
(adjective) not fair, not conforming to approved standards as of justice, honesty or ethics 

Materials

• Stopwatch (optional) 
• Several items to create obstacles in a race such as hurdles, blindfolds and bandanas (optional) 
• Two signs hung in opposite corners of the classroom: one that says, “fair” and one that says, “unfair.” (optional) 
• Handout: Health for All? (one per student)
• Handout: Performance Task
• Access to the Internet

Activities

Experiential Introduction (Optional) (Note: If you are unable to conduct the experiential introduction, skip 1 through 5 and start with 6.)

1. As a class, walk to a large open area such as the gymnasium, blacktop or field adjacent to the school. Break into four groups. Then, within each group, determine who will go first, second, third, etc. (Note: Make a starting and finish line for a race.) 
2. Have the first person from each team take a place at the starting line. (Note: Have the student who is standing in position #1 from the left in the first group take 10 steps forward creating a new, more advantageous starting line for that student only. Then, say, “Get Ready, Set, Go” to begin the race and use a stopwatch to time it. Once that race is finished, have the second set of racers come up to the starting line. Place a series of hurdles in front of every group except the racer from Group 1. Complete the race. For the final race, tie the legs together of every participant except Group 1.)
3. Return to the class. Note the two signs in opposite corners of the room (see materials list). Stand by the sign that you think describes the races you participated in. If you think the races were neither fair nor unfair stand in the middle of the room.
4. Choose a partner who is also standing in your corner. Talk with your partner about the following questions:
   • Why do you think the races were fair, unfair or neither?
   • How did it feel to be the team with the advantage? How did it feel to be the team with the obstacle?
   • Do you ever feel like some people have it easier than you do? Do you ever feel like you have obstacles that others don’t have?
   • Can you think of any examples in our country where some people have advantages or obstacles that others don’t?
5. When you have finished discussing the answers, pair up with another group and compare answers. Then share your larger group’s answers with others in the class.
6. In a journal or sheet of paper, reflect on this statement: 

Some people of color are less healthy or have less opportunity to be healthy because of inequities surrounding health (e.g., poverty, environment or policies).

Do you agree or disagree with the statement, and why? Pair up with another student and share your thoughts. Then form a small group and share your partner’s thoughts with the group. What common themes are repeated?
7. With your partner, consider these questions:
   
   • Why might health disparities exist? Note: A health disparity is the preventable differences in the burden of disease, injury, violence or opportunities that are experienced by socially disadvantaged populations.
   • How does the concept of health disparities relate to the exercise at the beginning of the lesson?
   • Are you aware of any health disparities in your community or the nation?
   Once you have spent time discussing, share your answers with the class.
8. (Note: Distribute the handout Health for All?). “Health for All?” lists several national health disparities and a list of possible factors that influence or cause these disparities. In small groups, complete the matrix by checking likely factors that could contribute to each disparity. Once you have completed the handout, compare your matrix with other groups. What can you learn from the results?
9. Then, in your groups, complete the Performance Task handout.