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"Lead's discovery dates back to 3500 BC. Lead artifacts have been found throughout the ancient world, and some researchers have suggested that lead poisoning was a major factor in the downfall of the Roman Empire. Well-to-do Romans painted their walls a rich Pompeian red, which owed its color to a salt of lead or mercury. Lead was used for water pipes, cups, toys, statues, cosmetics, coffins, and roofs, but the most significant source may have been the wine of the wealthy class. Sister Columba Gilfillan proposed a theory for Roman decay in 1965 that involved "poisons esteemed as delicious by the ancient well-to-do." Spoilage was a problem in ancient Rome, and vintners discovered that wine tasted better and lasted longer if it was mixed with a concentrated grape syrup called sapa. The best sapa was boiled in lead pots, allowing lead to leach into the syrup. When sapa was mixed with wine, it sweetened it and also poisoned the microorganisms that cause fermentation and souring. Sapa was also used in fruit and honey drinks, and as a food preservative. Josef Eisinger estimated that a Roman consuming a liter of wine a day would ingest about 20 mg of lead per day, which he said was more than enough to produce chronic lead poisoning." From "Did Lead Poison the Roman Empire?", Environmental Health News, School of Public Health and Community Medicine - University of Washington Spring - Summer, 2001.http://depts.washington.edu/envhlth/info/newsletter_html/spring01.html well-to-do: prosperous
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of Contents Lesson Objectives: Multiple Intelligences Developed in this Lesson: Procedure: - Distribute a Lead Poisoning Prevention lesson packet to each student. A lesson packet includes a title page, a content outline, a group problem solving activity* and a student feedback form. Have the students complete the left side of the feedback form. - Read the quote on the title page to the students. - Have the students take turns reading the outline. Using the glossary, define any unfamiliar vocabulary for the students. Answer any questions the students may have. - Direct the students to turn to the "Why do I have reservations?" page in their packets. Read the problem aloud to the students. Read aloud the parts of the chart to the students. Divide students into groups of 3, 4 or 5 depending on class size. Direct each group to appoint a reader, a secretary and a spokesperson. Once each group has completed its chart, have the groups share their results with the rest of the class. Give the students the option of acting out the problem. - Direct the students to complete the right side of the feedback form. Collect the forms. Using the facts on these forms for dictation would be an excellent additional use of these forms. *The group problem solving lessons in this manual have a multiple intelligence focus
and are adapted from a unit on social responsibility in A Guidebook for Applying MI
Theory in the Second Language Classroom by Maryann Christison, Ph.D.,
Burlingame, CA: Alta Book Center Publishers, 1999.
I. Definitions
II. High risk groups A. Impairs the brain and central nervous system 1. Learning disabilities 2. Reading difficulties 3. Behavior problems IV. Sources of Lead A. Homes built before 1978 1. Lead-based paint and lead dust a. Walls and ceilings b. Window sills c. Wooden furniture d. Wooden toys e. Deteriorating paint and paint chips 2. Lead Pipes a. Water B. The Environment a. Fumes from industries b. Contaminated soil c. Imported canned goods d. Imported pottery e. Vacant or abandoned lots V. Lead detection and screening A. Blood tests 1. Blood lead levels a. Greater or equal to 10 ug/dL 1. No symptoms b. Greater or equal to 40 ug/dL 1. Anemia, abdominal pain, constipation, behavioral and developmental problems c. Greater or equal to 70 ug/dL 1. Seizures, coma, and death B. Testing positive 1. If your child has a lead level of 20 ug/dL or greater, state law requires the local health department to do an investigation of the home. VI. Prevention and treatment A. Have your child tested for lead. B. Inspect your house for possible sources of lead. C. Ask your landlord if there is a potential for lead in the building. D. Wear a dust mask when sanding and painting. E. Eat low-fat foods high in calcium, vitamin C and iron-- they decrease lead absorption. F. Have your children wash their hands often. G. Use only your cold water tap for drinking, cooking or making baby formula. H. Run your water for 60 seconds before using in the morning.
VI. Community Resources
For lead poisoning screening, treatment and information on Hartford's "healthy home initiative" for children: The Hartford Regional Lead Treatment Center Saint Francis Hospital and Medical Center Site Healthy Home Initiative For temporary lead-safe housing: Lead Safe House For a central clearinghouse of lead information, lead resources, and lead solutions: Connecticut Lead Hazard Awareness Coalition For grants and loans for lead abatement: Connecticut's Home Solutions Program For a list of certified lead professionals who can perform lead hazard screenings, lead inspections or lead risk assessments: 1-888-LEADLIST
You are a newly licensed real estate agent. You are showing apartments to a Isabella and Juan Martinez. Isabella and Juan recently immigrated from Cuba. They have one small son, Samuel, who is two years old, and Isabella is pregnant. This couple has expressed to you that they love old architecture and are looking for an older apartment with two bedrooms, tall ceilings and "character". You know of an older apartment that will be perfect for them and if you rent it you will meet your quota for the month and get a bonus. Still, you have reservations about renting this apartment to this couple. Why do you have reservations? character: distinction Identify the problem in your own words:
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