Students will work in teams of four to apply English, U.S. History, Anatomy/Physiology, and Patient Care learning to an interactive healthcare station grounded in a historical era, cultural community, or patient age group. Through simulations such as a community clinic, triage unit, public forum, or rehabilitation workshop, students will demonstrate clinical skills, explain relevant anatomy, communicate historical context, and advocate for equitable patient care. Medical professionals will critique prototypes so teams can revise their products before presenting to families, educators, and community organizations. Demonstrations and project artifacts will provide assessment evidence, and each student will complete a self-assessment using the project guidelines.

Students will synthesize US history, anatomy and physiology, patient care, and English communication to explain how medical knowledge, public policy, and advocacy have shaped care from the 1920s to the present. In groups of four, students will design and safely demonstrate an interactive clinical station—such as a mock blood-typing and triage unit, community health clinic, or telehealth consultation—using accurate evidence and patient-centered communication. Students will apply project guidelines to assess their content knowledge, clinical skills, collaboration, and advocacy, then revise their work using critique from medical professionals. Students will present their final demonstration to community organizations, families, and educators, who will assess the project’s historical accuracy, clinical application, clarity, and responsiveness to patient needs.

Each group will create a three-week pacing guide, research brief, anatomical model or visual, patient-advocacy resource, and rehearsal prototype connecting English, U.S. History, Anatomy/Physiology, and Patient Care. Their final product will be an interactive, simulation-based medical exhibit, such as a mock OSHA hearing, community health clinic, triage unit, or telehealth station, with no invasive procedures or real medications. Students will launch and demonstrate the exhibit for medical professionals, community organizations, families, and educators, then document how they used professional critique to revise its accuracy, safety, accessibility, and historical context. Each student will complete a self-assessment using the project guidelines, while the group is assessed through its final project and live demonstration.

Launch with a “Medical Care Across Time” gallery walk featuring brief cases such as the Radium Girls, Dr. Charles Drew’s blood-bank work, sickle cell advocacy, farmworker pesticide exposure, and modern telehealth. Teams of four rotate through stations to examine historical evidence, interpret anatomy clues, practice a safe simulated patient-care step, and identify an advocacy need. A medical professional or community organization then presents the challenge: create an interactive Exhibition Night demonstration for families, educators, and community partners that answers the essential question. Students record product ideas, select roles, and complete an initial self-assessment using the project guidelines that will later guide demonstrations, professional critique, revision, and final assessment.

Host an Exhibition Night where each team of four operates an interactive clinic or simulation connecting U.S. history, anatomy/physiology, patient care, English communication, and patient advocacy. Products may include a mock OSHA hearing, community health clinic, overdose-response station using trainers, geriatric mobility clinic, or telehealth simulation, supported by historical evidence, anatomical models, and a patient education resource. Families, educators, community organizations, and medical professionals rotate through demonstrations, ask questions, and provide feedback using the project guidelines. Students revise their presentation based on professional critique, complete a final demonstration-based assessment, and submit an individual self-assessment.