Resources

This is a list of organizations, websites and articles. that may be helpful to teachers in developing the lesson or to students as they are researching.

The Film

POV: Survivors

http://www.pbs.org/pov/survivors/

The film’s official POV site includes a trailer, additional information about the films and other resources, including steps for borrowing the DVD from the POV Lending Library.

Survivors

www.SurvivorsFilm.com

The film’s official website provides information on the film and extensive press coverage on the film and filmmakers, as well as information on the characters in the film and what’s happened since.

POV: Media Literacy Questions for Analyzing POV Films

http://www.pbs.org/pov/educators/media-literacy.php

This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

Ebola

Centers for Disease Control and Prevention (CDC): “Ebola (Ebola Virus Disease)”

https://www.cdc.gov/vhf/ebola/

The agency’s official website includes a page with information on the Ebola virus internationally and in the United States.

World Health Organization (WHO): “Ebola Virus Disease”

http://www.who.int/ebola/en/

Consult this dedicated WHO page for more information on the Ebola epidemic of 2014 and current outbreaks.

Standards

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

RH.11–12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

W.9–10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.11–12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

SL.11–12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11–12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11–12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11–12.3 Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

Content Knowledge: (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).

Language Arts, Standard 1: Uses the general skills and strategies of the writing process.

Language Arts, Standard 2: Uses the stylistic and rhetorical aspects of writing.

Language Arts, Standard 8: Uses listening and speaking strategies for different purposes.

Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

Next Generation Science Standards (http://www.nextgenscience.org)

HS-EPHS4-1. Describe a model illustrating how scientific, social, economic, environmental, cultural and political systems influence intervention performance patterns.

NGSS Key Science & Engineering Practice 2: Developing and Using Models. Develop, revise and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

NGSS Key Crosscutting Concept 3 Cause and Effect. Changes in systems may have various causes that may not have equal effects.