Pandemics

Title: Pandemics

Author: Sarah White

Grade Level: 9-12

Subject/Content: Social Studies (World Studies, Current Issues, Global Studies or Government)

Summary of Lesson: Students will examine the potential threat of a Bird Flu outbreak and write letters to representatives advocating a policy in case of a bird flu outbreak.

Focus Question: How should the US government react to a Bird Flu outbreak in the United States?

Databases(s): Student Resource Center

Procedures:

Steps/Activities by teacher:

1. Arrange for student access to Gale Student Resource Center Database
2. Informark the articles listed below found in the Student Resource Center database. Information and directions on how to use InfoMarks can be found at http://www.gale.com/infomarks/.
1. A Plan for a Pandemic
2. Bird Flu Takes Wing
3. Flu Fears
4. The Pandemic Plan: Wing It
5. Disease Control
3. Introduce business letter format to students
4. Define the following terms for students: pandemic, civil rights
5. Prepare movie clips for students (Outbreak or the ER episode about small pox)

Steps/Activities by student(s):

1. Discuss as a class “How do you think people might react to a bird flu pandemic?”
2. Watch epidemic outbreak clips and continue discuss, linking it to possible civil rights violations.
3. Use the Infomarked articles in a webquest format to find the following information:
1. What countries has the bird flu been found in?
2. How is the bird flu different from other flu strains?
3. What is the likelihood of dying if a person contacts bird flu?
4. What are reasons to be worried about the bird flu? Why are some people not worried?
5. What are steps people have suggested to deal with a possible bird flu outbreak?
4. Use this information to devise a plan of action in case of a bird flu outbreak
5. Describe and defend this policy in a business letter to a government official. This may be done in hard copy or as email.

Outcome: Students will write letters to their state and national representatives asking them to take a specific plan of action against bird flu and explaining their position with research.

Related Activities: Students may send the letters or organize a public awareness campaign.

Standard Date:7/6/2006

Content Standard(s):

• Apply ideas, theories and modes of historical inquiry to analyze historical and contemporary developments and to inform and evaluate actions concerning public policy issues.
• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare.
• Explain and apply ideas, theories and modes of inquiry drawn from political science to the examination of persistent issues and social problems.
• Prepare a public policy paper and present and defend it before an appropriate forum in school or community.
• A nalyze the causes, consequences and possible solutions to persistent, contemporary and emerging global issues, such as health, security, resource allocation, economic development and environmental quality.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify concerns related to a possible bird flu pandemic
• At Level 2, the student is able to:
  • Explain the positive and negative aspects of various proposed actions in case of a bird flu outbreak.
• At Level 3, the student is able to:
  • Use research to form and defend a public policy in case of a bird flu outbreak described in a business letter sent to government officials.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

• Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.
• Investigate and apply expert systems, intelligent agents and simulations in real-world situations.

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.