Pandemics: The Swine Flu of 1918

Pandemics: The Swine Flu of 1918
Florence Harding: Science, Medicine, Inventions and tech

Skill: Middle School
Time Required: Three to four class periods


Standards Compliance
NCSS Strand 2
Time, Continuity, and Change
NCSS Strand 5
Individuals, Groups, and Institutions
NCSS Strand 8
Science, Technology, and Society
NCTE Standard 2
Students read a wide range of literature from many periods in many genres to build an understanding of human experience.
NCTE Standard 8
Students use a variety of technology and information resources to gather, synthesize, and communicate knowledge.
ISTE Standard 1
Basic operations and concepts
ISTE Standard 3
Technology productivity tools
ISTE Standard 5
Technology research tools

Introduction:

Mrs. Harding witnessed the most rapid and devastating spread of a virus in the history of the United States.  The swine flu pandemic of 1918 killed more than 20 million people worldwide, infecting more than 25% of the U.S. population.  What made this virus especially difficult to control was that U.S. soldiers infected with the virus were transported across the world as World War I was underway.  It is said that this infection is comparable to the Bubonic plague and Smallpox in numbers of infected individuals.

Objectives:

Students will gain an understanding of pandemics through the investigational research of the 1918 swine flu.  Students will apply the information by choosing a current virus and role-playing a member of the Centers of Disease Control (CDC).

Materials Required:

Research materials (books, articles, magazines, World Wide Web) Internet access (website suggestions listed in resources; you may also make use of the Modern Medicine timeline link) Computer(s) (to allow student to research topic further) Word Processor (or paper and writing utensil) Printer (for resources and final papers)

Procedures:

1.  Ask students to define "pandemic" and to think about current fears of world-wide infections. What illnesses have recently killed a large percentage of the population?  Present to the students the example of the threat of smallpox as a weapon of terrorism that has sparked concern from those in the healthcare industry.  Once thought to be totally eradicated, the U.S. health department ceased to immunize children against this virus.  Today, there is an entire generation that is not vaccinated, presenting an obvious concern in a ‘what if’ scenario.

2.  Students will investigate the swine flu pandemic of 1918 using available resources and write a one-page paper explaining the events and how it impacted the United States.

3.  Place students into groups to share information and peer edit their papers.

4.  Students will continue in groups and each student will play the role as a member of the Centers of Disease Control (CDC) to produce a report that is complete with plans for protection, etc., in case of a future spread of the virus such as small pox.

Extending the Lesson:

  • Have students present their research on the disease they chose, and the plans made for protection and prevention.

Sources & Resources:

Websites: 

Credits:

This lesson was developed by Marian Maxfield, Kent State University

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