COWBOY DOCTOR: DOCTOR TO BOTH MAN AND BEAST
Christine Gunvaldson
Alan Waltz
Michele Grotbo
Montana Social Studies Content Standard 1
Students access, synthesize, and evaluate information to communicate
and apply social studies knowledge to real world situations.
Benchmark 1. : Apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, credate a new product, and evaluate product and process).
Benchmark 2: Assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
Benchmark 3: Interpret and apply information to support conclusions and use group decision making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).
Content Standard 4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
Benchmark 1. : interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
Benchmark 3. use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.
Benchmark 5. identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
GRADE LEVEL: 6-8 (Middle School)
SUBJECT: SOCIAL STUDIES, U.S. HISTORY, MONTANA HISTORY,
SCIENCE, ART, COMMUNICATION ARTS, HEALTH, TECH. ED.
BACKGROUND: Before the mid-twentieth century in the United States most medical treatments consisted of purging, bleeding, herbal remedies, or the administration of tonics with ingredients consisting of alcohol, morphine derivatives or cocaine. During the time of Conrad Kohrs up through the time of Conrad Warren, ranchers and cowboys needed to know how to treat illnesses in their animals or themselves often without the benefit of a doctor or a veterinarian. If illnesses could not be treated, or the patient did not respond, it might be days before a doctor or veterinarian could render treatment.
DESCRIPTION: The purpose of this lesson is to give students an awareness of the similarities and differences of medical care of humans and animals on a ranch in the past and the present.
GOALS:
1. Students will gain an appreciation of the medical duties
of the rancher during time of Conrad Kohrs
through Conrad Warren.
2. Students will compare/contrast medical treatments of the past to those of today.
3. Students will learn the usual treatments for common
medical problems in animals and humans
from 1862 through 1950.
4. Students will learn how historians look at objects.
5. Students will learn the definition of a primary vs.
secondary source
6. Students will learn the analytical or "detective process: that
historians use to interpret the past
including:
a. How to draw conclusions and form interpretations from historical
objects, documents, photographs, oral histories and recordings.
SKILLS:
1. Locating, recognizing, identifying and categorizing
2. Responding, reporting, explaining, displaying, presenting, summarizing,
critiquing
3. Experimenting, deducing, comparing, concluding, evaluating
4. Relating structure to function, classifying, cataloging
5. Recording through writing, drawing, labeling, photographing, taping.
MATERIALS:
Suggested trunk Items:
-Textbook: Montana Outback by Bonnie Yeo (Order from Ed or Bonnie Yeo,
100 Sweet Meadsows
Road, Butte, MT 59701)
Copies of the following:
- http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/artifact.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/document.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/photo.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/poster.html
-First Aid Kit
- Saddlebags
- Chart: "How to Read an Object" (Adapted from Museum Magnet
Schools Education Resources; English Heritage, A Teacher's Guide to
Learning from Objects, and the Victoria and Albert Museum materials.)
Cayenne Peppermint Ginger
Cloves Iodine Hydrogen peroxide
Black pepper Castor oil Sarsaparilla tea
Turpentine Mustard Vick's Vapor Rub
Camphophenique Boric Acid Alum
Empty bottles of aspirin Tylenol Pepto Bismal
Tums Plastic syringe Index cards
Colored markers / pencils Empty glass bottles Saddle bags
Echinachia Flannel fabric Slippery elm bark
Willow or white oak bark Chamomile Wild indigo root
Bicarbonate of soda dandelions Sage tea
PROCEDURE: DAY ONE
Before students arrive to class, place trunk items on a table with numbered
index cards underneath each item.
1. Discuss with students what they do if they become sick
or injured at home, at school, or on a camping
trip---- take over-the-counter medication, visit the school nurse, go
to the doctor, go to the hospital, etc
2. Divide class into groups of 3 or 4 students.
3. Have each group look at the items on the table and
have them select items to group together. Students will complete the
chart: "How to Read an Object" (Adapted from Museum Magnet
Schools Education Resources; English Heritage, A Teacher's Guide to
Learning from Objects, and the Victoria and Albert Museum materials.)
a. What other sources of information would have been helpful in completing
your investigation
about the object(s)?
b. Would you say that your source was a primary or secondary one?
4. Each group will need to list the items they selected
and tell why they placed
those items together in a group.
5. Each group will then share with the class which items they selected and how those items were related.
6. Next, the teacher will tell the class that all of the items where related because all were used to treat medical conditions in humans and/or animals today or in the past.
7. Have the students list names and uses of the common
medications that they have
at home in their medicine cabinet or in their vehicle first aid kit.
8. Develop a list of items that a cowboy would need to pack in his saddlebag if he were going on a week long trail drive.
9. Have students develop a list of items that they would place in a first aid kit if they were going on a week long camping trip.
10. Culminating activity: Frank Abbot, the ramrod at XIT ranch, visits the classroom and gives a talk on his experiences cowboy doctor'n on the prairie while he worked at Grant Kohr's Ranch.
Assessment: Group participation, completed charts and lists.
DAY TWO
VOCABULARY: Break students into groups of 4 and provide them with 6 of the following vocabulary words to define. Each group writes their vocabulary words on separate index cards with the dictionary definition on the back. Below the dictionary definition, the students will paraphrase the definition in their own words. Finally, the students will simplify the definition to a first grade reading level. Students will share their definitions with the rest of the class. As a whole class activity, students will brainstorm and defend their choice of placing vocabulary words into a specific category. (Suggested categories: medications, diseases, procedure ).
POULTICE PLASTER DECOCTION
FOMENTATION LAXATIVE EMETIC
EXPECTORANT ANTIHISTAMINE TINCTURE
INTRAVENOUS LACERATION ENTERIC
TOXEMIA ARTHRITIS APOPLEXY
LAMINITIS COLIC CONJUNCTIVITIS
PURGATIVE (PURGE) CATHARTIC ANTISEPTIC
LINAMENT ABRASION CAUSTIC
DAY THREE, FOUR, FIVE
EXTENSION ACTIVITIES: (plus essential questions)
Students will choose one of the following activities to present to the class by any method available. Students will conference with teacher prior to presentation to provide: Acceptance of topic, method of presentation, and grading rubric.
1. (Social Studies, Science, Technology Education) Using
the website
www.bottlebooks.com/pontil_medicine.htm students will learn information
about
medicine bottles made between 1830-1860. Why are medicine bottles so
widely sought after by
antique collectors?
2. (Health) Research herbal medicines (simples) used by
Native Americans. How many of these
remedies were used by people during the 1800' to the 1900's? Which medicines
used today contain
similar herbs?
3. (English, Social Studies) Read the journals of Lewis
and Clark to research the medical treatments used
by the Corps of Discovery. How are they similar to those used at Grant-Kohr's
ranch?
4. (Social Studies, Physical science, Health) Research
to find out when laudanum, arsenic, mercury,
cocaine, and opium, became controlled or illegal substances to place
in medications, tonics or other
substances meant for human consumption. Which modern day / current medications
replaced the
narcotics in medicines?
5. ( Communication Arts, Tech. Ed., Art, English) After
reviewing actual newspaper advertisements of the
1890's, students can make up labels for their own medication bottles
listing name, ingredients, dosage,
and symptoms treated: Caution-discourage students from using narcotics
or illegal substances. How
much of the advertisement is fact or fiction? How does the language
of the 1800's differ from current
newspaper ads? How are they similar?
6. (Communication Arts, Art, English, Social Studies)
Students can create their own newspaper or
magazine advertisement for their medication. Why should a person buy
your medication?
7. (Science, Social Studies ) Depending upon their object,
students will complete the "Learning From Museum Objects and Other
Sources of Information" worksheet. (Adapted by Hands on History,
National Museum of American History, Smithsonian Institution, from an
original activity by C. Stapp, GWU, Museum Education Program for NPS,
Grant Kohrs Ranch BNHS 2003.) or use analysis forms from: http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/artifact.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/document.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/photo.html
http://www.archives.gov/digital-classroom/lessons/analysis/worksheets/poster.html
8. (Health) Using the internet, compare medical care during the time
of the Civil War to that available during Con Warren's time. (See also
attached list of archived items and Grant Kohr's Ranch website: http://www.nps.gov/grko)
What are the differences and similarities?
9. (Art, Social Studies, Health) Make an illustrated booklet
of "old time" herbal remedies showing the
parts of the plant used and listing the ailments or symptoms the remedy
cures.
10. (Art Social Studies, Health) Make a map of the Western
United States that shows the locations of
various plants or herbs needed for traditional medicines.
11. (Social Studies, English ) Find patents for common
over the counter medications such as Bayer Aspirin,
Phillips Milk of Magnesia, etc. Use the list of archived medicines as
your research base. How
does the patent relate to the use and discovery of the medicine?
12. (Social studies) Interview a grandparent, great-grandparent
or a senior volunteer about the types of
medical treatments used when they were a child. Record the information
in writing, on tape, video,
or CD.
13. (Art , science, social studies ) Make an illustrated poster detailing the evolution of a medication from the raw materials to the finished product. What influences the patenting of a medication or distribution?
14. (social studies, English, Communication Arts) Using
the internet and other sources, search timelines of medicine from 1798
to 1998. Include dates that cures were found and / or eradicated for
several diseases such as: cholera, rabies, diphtheria, Tetanus, Yellow
fever, influenza, etc. Compare and contrast the events leading up to
the cures. What events were necessary for the scientific breakthroughs?
RESOURCES:
Bettmann, Otto L., The Good Old Days - They Were Terrible!.
Pg 140 - 141.
Chuinard M.D., Elodn G. Only One Man Died: The Medical Aspects of the
Lewis & Clark Expedition, Ye Galleon Press, Fairfield, WA, 1999.
Gilmore, Melvin R. Uses of Plants by the Indians of the Missouri River
Region, Univ of Nebraska Press, Lincoln, NE, 1977
Gunther, Erna. Ethnobotany of Western Washington: The Knowledge &
Use of Indigenous Plants by Native Americans, Univ of Washington, 1973.
Gustafson, R. W., DVM, Under the Chinook Arch: Tales of a MT Veterinarian,
Falcon Publishing, Helena, MT, 1993 Woodard, Clark and Company, Portland,
Oregon, 5th edition Grant Kohr's Ranch Library. Veterinary Instruments
Hughes, Stella, Chuck Wagon Cookin'. Copyright 1974. The Arizona Board
of Regents. The University of Arizona Press. Lists home remedies and
what they were used for.
Moseman, C.M., Moseman's Illustrated Catalog of House Furnishing Goods;
an unabridged republication of the fifth edition, 1987 (SI285.4.C23
Grant Kohr's Ranch) General Publishing Co. Ltd. Toronto, Ontario. 19th
century catalogue of horse related supplies.
Moulton, Gary E., ed. The Journals of the Lewis & Clark Expeditions,
Vol. 12 : Herbarium of Lewis & Clark, Univ or Nebraska Press, Lincoln,
NE, 1987.
Myres, Sandra L., Westering Women and the Frontier Experience 1800-1915.
University of Texas at Arlington, University of New Mexico Press, Albuquerque
pg 157.
Schlissel, Lillian, Women's Diaries of the Westward Journey, New York:
Schocken, 1982. Page 49-51.
See also: http://oregontrail.blm.gov/OTHistory/Pioneer%20Personal%20Possessions.htm
The Silver State Vol. 5, No. 4, Deer Lodge, MT, June 14, 1893, p. 4
Snapp, Roscoe R. Ph.D., Beef Cattle: Their Feeding and Management in
the Corn Belt States, 1939, John Wiley and Sons, Inc, Third Edition.
Pp 520 - 542.
Udall, D.H. B.S., D.V.M., D. Sc. (Hon). The Practice of Veterinary Medicine,
Fifth Revised Edition, Published by the Author, Ithaca, New York, 1947.
pp 36 - 74.
Yeo, Bonnie, Montana Outback, Another Collection of Recipes Old Time
Remedies and Montana Cartoons. Copyright 1995 b y Bonnie Yeo. 100 Sweet
Meadows Road, Butte, Montana 59701.
INTERNET RESOURCES:
Horse First Aid:
www.equusite.com/articles/safety/images/safetyFirstAidKit2.gif
www.pressbox.co.uk/Detailed.9970.html
www.horsetalk.co.nz/reviews.health-rm-nefirstaidkit.html
www.equisearch.com/care/firstaid
Other
www.efpia.org/MedicinesforMankind.pdf/vaccination.pdf
www.hanford.com/Handford.Div/overview/ginfo.html
Balsam of Myrrh as an external antiseptic.
www.mc.vanderbilt.edu/biolib/hc/nostrums/nostrums.html
Patent medicines. Vanderbilt University Medical Center.
The Great American Fraud……"There were very few effective
medications….."
www.bookfinder.com/dir/i/American_Self-Dosage_Meicines-An_HistoricalPerspective
American Self-Dosage Medicines: An Historical Perspective by James H.
Young.
http://ag.smu.edu/footm4.htm
Foot and Mouth Disease: Historic treatment, prevention, and Eradication.
http://oregontrail.blm.gov/OTHistory/Pioneer%20Personal%20Possessions.htm
Women's diary during Oregon Trail.
http://cocaine.org/history/review.html
Abstract. The history of cocaine is charated with specific reference
to its usefulness as a medicine.
http://www.bottlebooks.com/pontil-medicines.htm
Pontil Medicines. Medicine bottles made primarily between the years
1830-1860.
Grant Kohr's Ranch archived medicines
# N/A Squibb granular Boric Acid
# N/A Lysol antiseptic
#138 Phillips Carona Ointment
#141 Puretest Boric Acid
#163 Trisulphanol
#174 Alum
#224 Campho Phenique
#265 Dr. Korinek's Physic Capsules
#278 Dr. Korinek's Cowbloat capsules
#1447 Absorbine Vet Liniment
#2941 Glycerine Keystone Drug - Deer Lodge, MT
#2941 Glycerine
#3378 Calcium Boro-Hibate
#3380 Caustic Potash (poison)
#3383 Liquid Glass - Silicate of Soda
#3385 Spirit Amonia
#3384 Castor Oil
#3387 Sulfidene Cap - Tabs
#3388 Sterile Saline Solution
#3430 Episcorbe Keystone Drug - Deer Lodge, MT
#3931 Sulfa Guanine
#3935 Scarlet Oil made in Fort Dodge
#3939 Keystone Drug (sulfathiazole and glycerin
#3940 Iodine
#3948 Histaplex caplets
#3950 Kemtox
#3956 Farnam Methanox Flyspray concentrate
#3956 methanox Residual
#3966 Penivet (penicillin)
#3967 Carbolic Acid
#3973 Duracillin
#3990 Uterine Capsules
#3993 Sulmet
#3994 Campho-Phenique
#3997 Sulmet (sodium sulfamethazine) - injectable
#4165 Sloans Liniment
#4221 Holoway Blister
#4269 Absorbine Jr.
#7584 Hexylresorcinol
#7912 Dr. Naylor Medicated teat dilators
#13453 Salt Peter
#14157 Vicks Vapor Rub