LEARNING GUIDE TO:
SOMETHING THE LORD MADE and
PARTNERS OF THE HEART
SUBJECTS — Medicine; U.S./1917 - 1991, Diversity, Tennessee &
"Something the Lord Made": Age: 10+; MPAA Rating -- PG; Drama; 2004; 135 minutes; Color; Available from Amazon.com.
"Partners of the Heart": Age: 10+; Not rated but suitable for any age; Documentary; 2003; 60 minutes; Color; Available from Amazon.com.
Description: These films describe the unique and productive association between Vivien Thomas, a black high school graduate, and his white mentor and employer, Dr. Alfred Blalock. For more than 30 years, the two men pursued a variety of medical research projects. In 1944, in association with Dr. Helen Taussig, they designed and carried out the first blue baby operations. These procedures have saved tens of thousands of lives world-wide. The success of the blue baby operations confirmed that surgeons could operate on a living human heart. Afterwards, Thomas trained young doctors at Johns Hopkins Medical School in methods of heart surgery.
While a mid-20th century interracial partnership in the field of medical research and an important medical breakthrough are each worthy of note, there is much more to this story. Vivien Thomas fully participated in developing the blue baby operations, but he was not given credit for his contribution nor was he acknowledged to be a leading instructor of surgery for more than three decades. Why it took so long for Thomas to receive the recognition he deserved provides an excellent window into changing attitudes concerning race in the U.S. during the 20th century.
"Something the Lord Made" is a fictionalized account that accurately conveys the sense of the actual events. "Partners of the Heart" is an excellent PBS documentary.
Benefits of the Movies: The story of Vivien Thomas and Alfred Blalock is an excellent paradigm with which to study racism in the United States during the period 1930 - 1980. It provides a graphic example of the interplay between altruism and self-interest in race relations. It shows doctors from different disciplines cooperating to make an important medical breakthrough and describes a pivotal time in the development of heart surgery. The story of the blue baby operations introduces three important medical researchers of the 20th century: Vivien Thomas and Drs. Alfred Blalock and Helen Taussig.
Each movie has its own strengths. "Something the Lord Made" is excellent in every respect: acting, screenwriting, directing, set design, music, and in its ability to use drama to convey a realistic view of what actually occurred. It shows more of Vivien Thomas' family than the documentary. "Partners of the Heart" is also very interesting. It contains sections on Nashville and its black community. The special features are excellent. Both films are enriching. If there is time for only one, TeachWithMovies.com recommends the dramatic version.
Possible Problems: MINIMAL. In "Something the Lord Made" there are four or five occasions in which the character of Dr. Blalock swears.
Parenting Points: If you show your child "Something the Lord Made" tell him or her that all of the important points of the film accurately portray the events as they occurred. Ask and help your child to answer the Quick Discussion Question.
Vivien Thomas at Vanderbilt
QUICK DISCUSSION QUESTION: Was Dr. Blalock a racist or a man who did as much as he could to help Mr. Thomas have a fulfilling career?
Suggested Response: There is no one right answer to this question. We tend to take the more charitable view of Dr. Blalock's actions. A good answer will refer to the facts that: (1) Most white doctors in the South in the 1930s and 40s would not have trained a black man with only a high school education to become a full-fledged participant in pioneering scientific research. In addition, Mr. Thomas was treated with respect in many other ways. He was, for example, allowed to use the same toilet as all of the white lab workers and doctors. (2) However, Dr. Blalock did not treat Mr. Thomas as an equal beyond the walls of the laboratory or operating room. He did not give Mr. Thomas credit for his work in the scientific community. He did not invite Mr. Thomas to social gatherings. He did not encourage Mr. Thomas to attend college and then go to medical school. Dr. Blalock did not pay Mr. Thomas a salary commensurate with his work. In these respects, Dr. Blalock took advantage of the color of Mr. Thomas' skin. (3) We must be careful not to judge Dr. Blalock by current standards. After he retired in 1963, there was a major shift in thinking about racism and the rights of black people, particularly in the South.
Selected Awards, Cast and Director for "Something the Lord Made":
Featured Actors: Alan Rickman as Alfred Blalock; Mos Def as Vivien Thomas; Mary Stuart Masterson as Dr. Helen Taussig; Kyra Sedgwick as Mary Blalock; Merritt Wever as Mrs. Saxon; Doug Olear as Michael Saxon.
Director: Joseph Sargent.
Selected Awards, Cast and Director for "Partners of the Heart"
Featured Actors: Narrated by Morgan Freeman
Director: Andrea Kalin.
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Vivien Thomas graduated with honors from Nashville's Pearl High School in 1930. He was 19 years of age and wanted to become a doctor. A skilled carpenter, he planned to finance his college education with money saved from seven years of carpentry jobs. The bank that held his savings failed the summer after he graduated and the young man's hopes for college were dashed. With the Great Depression making carpentry work scarce, he thought himself lucky to find a job as a janitor. However, Vivien Thomas was luckier than he thought. His employer was Dr. Alfred Blalock, a medical research scientist at the Vanderbilt University Medical School. Dr. Blalock soon realized that this young black man could be much more than a mere janitor. Judging by the new janitor's abilities rather than the color of his skin, Dr. Blalock found that his new employee showed immense talent as both a scientist and as a surgeon.
Dr. Blalock trained Vivien Thomas in medical research and surgery and soon the youth became Blalock's chief research assistant. They would discuss the scientific problems that Dr. Blalock was trying to solve and together design experiments. Mr. Thomas would, for example, operate on dogs to recreate the conditions that Dr. Blalock was studying and then record the results of experiments searching for a cure for those conditions. During the mid-20th century, Dr. Blalock was the only medical researcher to give this much opportunity and responsibility to a black man with a high school education.
Mr. Thomas and Dr. Blalock worked together at Vanderbilt University from 1930 to 1940. When Dr. Blalock was offered the post of chief surgeon at Johns Hopkins Medical School in 1941, he insisted that a job be offered to his research assistant as well. They worked together at Johns Hopkins from 1940 until Dr. Blalock's retirement in 1963. Mr. Thomas was so talented and knowledgeable that at Johns Hopkins he was asked to train young doctors in the techniques of surgery.
Up to 1944, the heart was considered to be off-limits to surgeons. This was disproved by Dr. Blalock in 1944 in the famous blue baby operations. Vivien Thomas made major contributions to every phase of the development of the blue baby operations. He surgically created in dogs the heart malformations that caused the blue baby syndrome. He worked with Dr. Blalock to develop revolutionary shunt which mitigated the effect of these deformities. It was Vivien Thomas who repeatedly tested the surgery on the dogs whose hearts he had modified. He invented a clamp necessary for the operation. Finally, standing on a step stool and looking over Dr. Blalock's shoulder, Mr. Thomas supervised the first 25 - 35 operations that Blalock performed on human beings. Partners of the Heart by Vivien Thomas, p. 102.
Yet, Dr. Blalock, who came from a wealthy Southern family, never paid Vivien Thomas a salary commensurate with his responsibilities or his contribution. He never encouraged his assistant to return to school and obtain a medical degree. Dr. Blalock never accepted Mr. Thomas as a social equal nor did he place Mr. Thomas' name on scientific articles about the treatments that he helped develop. (Scientists usually gain recognition when their names are placed on published papers that describe their research.) Vivien Thomas' leading role in the ground breaking blue baby operations was not publicly acknowledged by Dr. Blalock or by Johns Hopkins for decades. Had Mr. Thomas been a physician, he most likely would have been one of the premier surgeons in the country.
After Dr. Blalock's retirement in 1963, Mr. Thomas remained as head of the Johns Hopkins surgical research laboratories and continued to instruct doctors training to be surgeons. It was not until 1976 that Mr. Thomas was given an honorary doctorate by Johns Hopkins and appointed to be an instructor of surgery. In 1979, upon his retirement, Dr. Thomas was appointed instructor emeritus of surgery. The many doctors that Dr. Thomas had helped to train, now among the most prominent surgeons in the country, commissioned his portrait and saw to it that the painting was placed next to Dr. Blalock's portrait as an honored member of the Johns Hopkins staff. Dr. Vivien Thomas is now recognized as a full participant in the development of blue baby operation.
Maryland was a Border State and very racially segregated in the period 1940 - 1965. There was no reduction in the restrictions that segregation placed on Vivien Thomas and his family when they moved north from Nashville in 1941.
Open heart surgery is any surgery in which the chest wall is opened to reveal the heart. The term "open" refers to the chest not to the heart itself. Open heart surgery includes surgery on the blood vessels leading to and from the heart.
One measure of the progress in Civil Rights in the United States is that in 2004, more than 11 percent of the medical students at Johns Hopkins University Medical School were black. Johns Hopkins has established the Vivien Thomas Fund which is "committed to reaching out aggressively to under-represented minorities to ensure the broadest possible talent pool in academic medicine and biomedical science." There is also a Vivien Thomas Young Investigator Award established by the Council on Cardio-thoracic and Vascular Surgery to acknowledge the accomplishments of young investigators focused on fundamental and applied surgical research. The Vivien Thomas Research Program brings promising high school students to Morehouse College for six weeks during the summer. The students conduct research under the direction of a medical school faculty member and learn the content, process and methodology involved in inquiry science.
The title "Something the Lord Made" came from a statement made by Dr. Blalock. On one occasion, Mr. Thomas had been successful in replicating a defect in a dog's heart without any scarring. When Dr. Blalock observed the results of the operation during an autopsy of the dog, he said, "Vivien, this is like something the Lord made."
This story provides examples of the impact of the Great Depression. The reason that Mr. Thomas and his fiance, Clara, were so happy that he had gotten a job, even a job as a janitor, was that jobs were very, very hard to come by during the Great Depression. The failure of the bank where Mr. Thomas had put his money is an example of one of the worst effects of the Great Depression. Banks, having invested their depositors' money in businesses that went under or in real estate that had depreciated in value, would become insolvent and simply close. The depositors would lose their money. That doesn't happen at the present time because the federal government insures deposits in banks up to $100,000. Federal deposit insurance was a reform begun to correct just the type of bank failure that took away Vivien Thomas' life savings.
BUILDING VOCABULARY FOR "SOMETHING THE LORD MADE": podunk, traumatic shock, pulmonary artery, carotid artery, subclavian artery, clavicle, saturation, desaturation, concussed, cyanotic, blue baby syndrome, tretrology of Fallot, young blood, induce, menometer, respirator, congenital, malformed, written off, suffocating, blockage, surgical solution, ventricular defibrillation, bureaucratic details, fistula, disease model, constrict, medial, lobes, adhere, oximeter, promoted, shunt, stenosis, kink, blood vessel, continuous suture, interrupted suture, pharmaceuticals honorary doctorate, gratifying, limelight.
Dr. Helen B. Taussig
BUILDING VOCABULARY FOR "PARTNERS OF THE HEART": cardiac, Mount Everest, heart defect, doomed, squalling, scalpel, unappreciated, Great Depression, reputation, hair-trigger, classification, playboy, debutante, technician, potential, subsequent, research assistant, menial, breakthrough, jammed, metropolis,exclude, exclusion, more pronounced, disheartening, fit for human habitation, heralded, atmosphere, revolting, segregated, hierarchy, rigid hierarchy, implacable, resident (as in medical school), senior resident, immaculate, scrubbed, anomaly, colleague, intriguing, pediatric cardiology, congenital, congenital heart disease, complex heart anomalies, stethoscope, blue baby, stunt, stunted growth, dilemma, collaboration, ingenious, surgical instruments, syndrome, blue baby syndrome, pedigree, gravely ill, anesthesia, anesthesiologist, survive, bellow, consequence, Neanderthal, flying blind, put it on the map, perfected the procedure, attribute, medical sensation, routine, routine procedure, scores of surgeons, coequal, pioneer, first generation, spotlight, commissioned (as in commissioned his portrait), moonlight, defibrillation, depression, limelight, autobiography.
Click on the link for a discussion of Segregation and Its Corrosive Effects in the Learning Guide to "A Force More Powerful".
Dr. Alfred Blalock at Vanderbilt
ALFRED BLALOCK, M.D. (1899-1964) Dr. Blalock earned his medical degree at Johns Hopkins in 1922. He served as the first resident in surgery at the new Vanderbilt University Hospital and stayed on as professor of surgery until 1940. At Vanderbilt, Dr. Blalock focused his research on the cause of traumatic shock. He discovered that people went into shock due to loss of blood or other fluids. Based on his findings Dr. Blalock urged wider use of plasma or whole-blood transfusions to improve treatment for surgical shock. These treatments saved countless lives during WWII and thereafter. Dr. Blalock employed Vivien Thomas at Vanderbilt and trained him in scientific research and surgery.
In 1941, Dr. Blalock returned to Johns Hopkins as surgeon-in-chief at its hospital and director of the surgery department at the medical school. He served there until his retirement in 1963. One of the conditions that Dr. Blalock set when he accepted employment at Johns Hopkins was that his lab technician and research assistant, Vivien Thomas, come with him.
At Johns Hopkins, Dr. Blalock, Vivien Thomas, and Dr. Helen Taussig, a pediatric heart specialist, developed a shunt technique to treat blue baby syndrome. The success of this operation demonstrated that surgery on the heart was possible. Dr. Blalock was elected to the National Academy of Sciences and awarded numerous honors including the Chevalier de la Legion d'Honneur.
DR. VIVIEN THOMAS (1910 - 1985) Born in Louisiana and raised in Nashville, Tennessee, Vivien Thomas began to work for Dr. Blalock in 1930 at the age of 19. He never fulfilled his dream of becoming a doctor, but he was able to develop his talents as a scientific researcher and surgeon and make important contributions to science. His association with Dr. Blalock was one of the most productive partnerships in the history of medical research. Given an honorary doctor of laws (Johns Hopkins did not give honorary doctorates in medicine), he became an instructor of surgery at Johns Hopkins Medical School. He retired in 1979 and was awarded emeritus status. Dr. Thomas' autobiography, Partners of the Heart was published a few days after his death.
HELEN B. TAUSSIG, M.D. (1898-1986) One of the most influential female doctors of the 20th century, Dr. Taussig overcame severe dyslexia, prejudice against women, and, soon after she graduated from medical school, deafness. Dr. Taussig was an early female graduate from Johns Hopkins Medical School. She chose pediatric cardiology as her specialty. Upon graduation, Dr. Taussig was assigned a job no one wanted, directing the Pediatric Cardiology Clinic at Johns Hopkins. Located in the dreary basement of the hospital, the clinic served extremely ill children. Her work in the clinic gave Dr. Taussig the opportunity to see hundreds of blue babies, children who had deformities of the heart that prevented much of their blood from reaching their lungs. These children were exhausted by any activity and many could not walk. They usually died at very young ages.
After graduation from medical school, Dr. Taussig had to contend with the loss of her hearing. Determined not to let this condition stand in her way, she learned to read lips and "listened with her fingers" to her patients' hearts. Over time she realized that her young patients were blue because not enough oxygen was reaching their blood. This was due to malformations of their hearts which prevented blood from getting to the lungs.
Dr. Taussig suggested various operations to improve circulation to the lungs. After another surgeon had turned her down, Dr. Taussig suggested to Dr. Blalock that a surgical solution could be found. On November 19, 1944, as the Second World War raged in Europe, and after years of preparatory work performed primarily by Vivien Thomas, Dr. Blalock operated on a baby near death from blue baby syndrome.
Another major contribution by Dr. Taussig was her role in preventing large numbers of thalidomide-caused birth defects in the United States. Shortly after an epidemic of children born with flipper-like limbs, heart defects, and other malformations broke out in Europe, a student told Dr. Taussig about a possible link between the defects and thalidomide. The drug was a tranquilizer that had been aggressively marketed in Europe. U.S. physicians were only beginning to prescribe it. Thalidomide had been thought to be very safe. Dr. Taussig quickly went to Europe and determined that the claims of a link between the birth defects and thalidomide were most likely genuine. She returned to the U.S. and spread the alarm. Dr. Taussig is credited with preventing large numbers of birth defects from thalidomide in the U.S.
Dr. Taussig received many awards, including the Presidential Medal of Freedom, the highest award that can be given to a civilian.
Dr. Taussig examining a child
Portrait of Dr. Alfred Blalock
at the Johns Hopkins Medical School
For websites concerning Dr. Blalock, see Foot prints Through Time, Dr. Alfred Blalock; from PBS;
Portrait of Vivien Thomas
at the Johns Hopkins Medical School
For websites about Vivien Thomas, see
Dr. Helen B. Taussig
For websites on Dr. Taussig, see:
An Example of the Interplay of Altruism and Self-interest in Race Relations
From 1930, when Vivien Thomas first applied to Dr. Blalock for a job as a janitor, until well into the 1950s, black people in the South were not permitted to use their creativity to contribute to scientific research. Dr. Blalock gave Vivien Thomas that opportunity. Viewing the young man as a person, rather than just another black janitor, Dr. Blalock encouraged him to develop his skills as a scientist and as a surgeon. This enabled Mr. Thomas (later Dr. Thomas) to contribute to society and to partially fulfill his potential.
In the laboratory, Vivien Thomas was always treated as an individual and with respect. For example, he was allowed to use the same toilet as all of the white lab workers and doctors. This was a mark of equality not achieved in the general society until the 1960s.
However, Dr. Blalock never fully acknowledged his assistant's contribution and claimed the results of Mr. Thomas' creativity as Blalock's own. Although Vivien Thomas was clearly Dr. Blalock's equal as a surgeon, Dr. Blalock never acknowledged this. Nor did Dr. Blalock permit Mr. Thomas to play a role as a social equal outside of the lab. Perhaps Dr. Blalock's most egregious failure, in his relationship with Vivien Thomas, was that Dr. Blalock never encouraged or helped him to go back to school and fulfill his dream of becoming a doctor and a surgeon. Certainly working so closely in partnership, with Dr. Blalock alone getting the professional recognition for their work, Dr. Blalock had an obligation to help Mr. Thomas achieve his dream of becoming a surgeon.
In Dr. Blalock's defense, it should be noted that society was probably not ready to treat Vivien Thomas as an equal to white doctors until the 1960s and 1970s. Had Dr. Blalock fully disclosed Mr. Thomas' role in the 1930s and 1940s and insisted that Mr. Thomas get credit for his work, both of them may have suffered. Mr. Thomas might have had to leave his job as Dr. Blalock's research assistant. Societal norms changed drastically in the period from 1955 to 1980. (Dr. Blalock retired in 1963 and died in 1964.) Blalock, like anyone else, should be judged as a product of his times. It is not fair to judge what Dr. Blalock did between 1930 - 1965 based on how blacks were treated after 1965.
Nonetheless, the ethics of the scientific community require that those who do the work should get the credit. The procedure pioneered by Drs. Blalock and Taussig by which blue babies are temporarily given increased blood flow to the lungs so that they can live long enough for additional surgery to more permanently correct the function of their hearts is called the Blalock-Taussig Shunt. Some in the medical research community have asserted that the shunt should be renamed in honor of Vivien Thomas. See, "Has the time come to rename the Blalock-Taussig shunt?" by Brogan, Thomas V. MD; Alfieris, George M. MD, Pediatric Critical Care Medicine. 4(4):450-453, October 2003.
Vivien Thomas in the lab at Vanderbilt
CRITICAL VIEWING SKILLS:
"Something the Lord Made" is an excellent example of a film which faithfully describes major events and captures the spirit of the times and the people that it portrays. While minor events have been rearranged and some scenes were invented to advance the story line, this drama is accurate from the general historical, emotional and didactic standpoint. Race relations, the personalities of the two men, their work together, the state of medical research ... all seem to be accurately presented in the movie.
We have not been able to find any basis in the historical record for the scenes between Vivien Thomas and his wife and family and scenes between Alfred Blalock and his wife and colleagues. In addition, there are a number of scenes in which facts have been changed slightly but which dramatize or adequately reflect the essence of the factual situation. At the beginning, the sequence of events by which young Vivien Thomas came to work for Dr. Blalock is mixed up a bit. The party scenes have been transformed from a birthday party for Dr. Blalock to which Mr. Thomas was not invited to a dinner celebrating the blue baby operations. Vivien Thomas never left Blalock's employ. The incident in the film that has him quitting, selling pharmaceuticals, and then having to ask to be rehired is a way to dramatize the importance to him of the work and the fact that he was underpaid. Mr. Thomas did have to moonlight for a short time selling pharmaceuticals to doctors and he did have to complain to Dr. Blalock of his need for more money before Dr. Blalock increased his salary. The comment by Dr. Blalock that Mr. Thomas' surgery was like something the Lord made, occurred when Blalock did an autopsy on a dog whose heart Thomas had altered to mimic a congenital defect that they were studying. Thomas, pp. 122 & 123. The last time Dr. Thomas saw Dr. Blalock, Dr. Blalock's back was in such poor shape that he walked at a 45 degree angle, obviously in pain. Thomas, p. 214. This was not shown in the corresponding scene in the film.
Another (so far as we can tell) fictional scene is the final scene with Dr. Blalock. Just before he gets out of the wheelchair and walks stiffly out of the hospital, Dr. Blalock begins to talk about his regrets, but stops. The only regrets that relate to the film would be due to Dr. Blalock's failure to encourage and help Mr. Thomas to become a surgeon. This is a dramatic way of raising this issue.
None of these inventions or inaccuracies change the important elements of the story and all serve to advance the plot or highlight the lessons to be learned from the real story.
HISTORY/SOCIAL STUDIES CURRICULUM STANDARDS: This Learning Guide relates to at least the following standards for the eleven most populous states:
California: Eleventh Grade U.S. History: Sections 11.10.1 - 11.10.4;
Texas: High School Social Studies United States History Studies Since Reconstruction Section 113.32: (c) Knowledge and Skills: (7) History: (A) - (D); 11(A) and U.S. Government 113.35: (c) Knowledge and Skills: (14) Citizenship: (A) & (D) and (15) Citizenship: (A) - (C);
New York: Standard 1, Key Idea 1 for bot Intermediate and Commencement levels; Standard 5/Civics/Key Ideas 1 and 4 for both Intermediate and Commencement levels;
Florida: Grades 6-8: Social Studies - History: SS.A.3.3 & SS.C.1.3; Grades 9-12: Social Studies - History: SS.C.2.4;
Illinois: Social and Emotional Learning Standards: Goal 1, Learning Standard A for Early H.S. (1A.4a); Goal 3, Learning Standard A for Middle/Jr. High (3A.3a), Early H.S. (3A.4a, 3A.4b), and Late H.S. (3A.5a, 3A.5b); Learning Standard B for Middle/Jr. High (3B.3b), Early H.S. (3B.4b), and Late H.S. (3B.5b);
Pennsylvania: Academic Standards for Civics and Government/Standard Category 5.1. Principles and Documents of Government/Descriptors 5.1.9 A & B (through grade 9); 5.5.12 A, B, C & I (through Grade 12);
Ohio: Social Studies Benchmarks and Indicators by Grade Level Grade 9 - History People in Societies Cultures (1);
Michigan: Life Management Education: Benchmark 4, Content Standards: M4.1, M4.6 & M4.9; H4.3, H4.6 - H4.9; Benchmark 5 Content Standards H5.3 & H5.4; I. Civic Perspective: Content Standard 1, Middle School, Benchmark 3, VII. Citizen Involvement: Content Standard 1, Benchmark 1 for both Middle School and High School; ;
New Jersey: Career Education and Consumer, Family, and Life Skills, Standard 9.2 Consumer, Family, and Life Skills, Strand A, Critical Thinking and Strand D, Character Development and Ethics; Social Studies, Standard 6.2, Civics, Strand A, Civic Life, Politics, and Government Cumulative Progress Indicators 1 and 3.;
Georgia: GEORGIA PERFORMANCE STANDARDS FOR CIVICS/GOVERNMENT, For High School, SSCG1(a); 3(c) and 7. ;
North Carolina: TENTH GRADE CIVICS AND ECONOMICS Competency Goal 4, Objective 4.05, Competency Goal 6, Objective 6.08 and CONTEMPORARY LAW AND JUSTICE, Competency Goal 1, Objective 1.01; Advanced Placement United States History, Sections 14.04 and 14.05.
Comprehension Test/Homework Assignment
1. Describe the two reasons why Mr. Thomas operated on the hearts of dogs in Dr. Blalock's research laboratory when he was preparing for the blue baby operations.
2. How did Mr. Thomas lose his college savings?
3. Can depositors in most banks in the U.S. today lose their money if the bank fails? Give reasons for your answer.
4. Why was it difficult for Vivien Thomas to get a job once he had decided that he was not going to be able to go to college?
5. How do scientists get recognition for their scientific research?
6. Was Dr. Blalock a racist or a man who did as much as he could to help Vivien Thomas have a fulfilling career?
7. What role did racism play in the fact that Dr. Blalock was able to keep Vivien Thomas as a lab assistant for so many decades and benefit from Thomas' work without giving him credit?
8. Leaving aside the question of whether Dr. Blalock should have encouraged Mr. Thomas to attend college and become a surgeon, describe why the Blalock/Thomas team is an example of effective teamwork.
9. In the Blalock/Thomas team effort, did one of the team members benefit more than the other?
10. Did Dr. Blalock act in a caring manner toward Mr. Thomas?
11. Was the blue baby surgery performed by Dr. Blalock full open heart surgery?
12. Why did Vivien Thomas cause such a controversy when he went out of the lab in his white lab coat?
13. It is said that Vivien Thomas opened new paths to healing when most doors were closed to him. What is meant by that?
14. Why was cardiac surgery referred to as the "Mount Everest" of medicine before November of 1944?
15. What did Dr. Blalock see in Vivien Thomas a few weeks after Thomas began to work for him?
16. Dr. Levi Watkins, one of the first black graduates of the Johns Hopkins surgery program said this about Vivien Thomas: "I think he is the most untalked about, unappreciated, unknown giant in the African American community. What he helped facilitate impacted people all over the world." Given the fact that Vivien Thomas never participated in a demonstration demanding civil rights or filed a law suit to enforce his rights, what did Dr. Watkins mean?
Questions Relating to "Something the Lord Made"
17. Do you agree with the priest that Dr. Blalock was being arrogant and had embarked on a vain quest for glory by operating on the heart of a blue baby patient?
18. Was the first blue baby operation an experiment, as the priest charged?
19. Was the priest right that Dr. Blalock was arrogant and vain?
20. Remember the discussion between Harold, Vivien's brother, and their father about what it took to improve the situation of blacks in America? The father pointed out that Harold, the grandson of a man born into slavery, had a college education. He used this as proof that things were getting better and that Harold didn't have to put himself at risk by being a plaintiff in a lawsuit seeking equal pay for black teachers. Harold contended that change in society didn't occur unless people made the changes happen. This required, he argued, that people on occasion put their futures on the line. Who do you agree with?
21. Compare the contributions to the Civil Rights Movement of Vivien Thomas and his brother Harold, who was a plaintiff in a landmark case that went all the way to the Supreme Court. That case established that black teachers had to be paid the same amount as white teachers for the same work.
22. Was Dr. Blalock's colleague correct when he worried that Blalock was rushing into the first blue baby operation because Dr. Blalock had prematurely assured the child's parents that he knew how to perform the operation?
23. One of the most important ethical obligations for a doctor is to make sure that his or her treatments do no harm. Did Dr. Blalock violate that obligation by rushing into the first blue baby operation after he had performed only one trial surgery on a dog?
24. After Dr. Blalock and Dr. Taussig took full credit for the operation and didn't given Mr. Thomas any credit, the character of Vivien Thomas in the movie says to Blalock: "I'm invisible to the world. I don't mind that. I understand that. I thought it was different in here." What did he mean?
25. At the end of the film, Dr. Blalock says to Mr. Thomas, "They say you haven't lived unless you have a lot to regret. I regret .... I have some regrets. But I think we should remember not what we lost but what we've done ... all the lives we saved and we did. We saved plenty didn't we Vivien?" What do you think that Blalock was talking about?
Questions Relating to "Partners of the Heart"
17. Why was Nashville different than other Southern communities before the advent of the Civil Rights Movement?
18. What did Mr. Thomas say to Dr. Blalock when Dr. Blalock lost his temper and cursed at him and how did Dr. Blalock respond?
19. It was said of Mr. Thomas and Dr. Blalock that "In the privacy of the lab, they made the rules. Outside, the old rules remained." What was meant by that?
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There are 25 questions (at four points each) suggested for classes that have seen "Something the Lord Made" and 19 Questions (at five points each) for classes that have watched "Partners of the Heart". For versions of the test/assignment suitable to be passed out to students, see Something the Lord Made Comprehension Test/Homework Assignment and Partners of the Heart Comprehension Test/Homework Assignment. For an answer key click here. The information covered in this test is contained in the Helpful Background section and the movies.
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Social-Emotional Learning Discussion Questions:
See Comprehension Test/Homework Assignment Questions 8 and 9.
1. Dr. Blalock and Mr. Thomas were a team. What would have happened if either of them had not pulled his weight in the team effort?
No questions. The message of the movie on this topic is so obvious it doesn't need any explication.
2. One would think, that after working together for decades Dr. Blalock and Mr. Thomas would be friends. Were they? Describe the reasons for your answer.
The following two questions about friendship should be asked together:
3. What was the most important way in which Dr. Blalock failed to treat Mr. Thomas as a friend?
4. Was it Mr. Thomas' obligation to support his family or Dr. Blalock's need for him in the laboratory or was it something else that prevented Mr. Thomas from returning to college and then going to medical school? From the standpoint of Dr. Blalock's responsibility as a friend to Mr. Thomas, does the answer matter?
FOR SUGGESTED ANSWERS: click here.
Moral-Ethical Emphasis Discussion Questions (Character Counts) Discussion Questions Relating to Ethical Issues will facilitate the use of this film to teach ethical principles and critical viewing. Additional questions are set out below.
(Be kind; Be compassionate and show you care; Express gratitude; Forgive others; Help people in need)
See Question # 10 in the Comprehension Test/Homework Assignment.
Teachwithmovies.com is a Character Counts "Six Pillars Partner" and uses The Six Pillars of Character to organize ethical principles.
Character Counts and the Six Pillars of Character are marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.
MOVIES ON RELATED TOPICS: See the movies listed in the Medicine Section of the Subject Matter Index.
Links to the Internet:
OTHER LESSON PLANS:
PHOTOGRAPHS, DIAGRAMS AND OTHER VISUALS:
Bibliography: In addition to websites which may be linked in the Guide and selected film reviews listed on the Movie Review Query Engine, the following resources were consulted in the preparation of this Learning Guide:
Last updated December 17, 2009.
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