Epidemics and National Identity

Watch Clip 6: (Vimeo 32:00 – 34:09; 2:09 run time)
This clip demonstrates how the epidemic affects the fabric of Sierra Leonean society and threatens cultural norms. It ends with Arthur Pratt saying, “It’s like everything that makes me who I am is under attack.”

-Discuss as a class how the epidemic affected the identities of individuals and the nation of Sierra Leone.

Become an Epidemiologist: Use the PBS NewsHour lesson plan to have students use epidemiological skills to create a public health intervention to contain a future hypothetical Ebola outbreak.

Prevention: An Ebola Vaccine
Have students read this May 30, 2018 article about the use of an experimental Ebola vaccine to quell an Ebola outbreak that is currently occurring in the Democratic Republic of Congo. Ask students to write either: 1) persuasive essays in response to this article arguing for global funding for epidemic preparedness for poorly resourced countries (indicating what that might include) or 2) expository essays about the impact an Ebola vaccine may have on countries in Africa affected by Ebola.

Advanced Epidemiological Thinking: Teach statistical and epidemiological skills using the CDC high school lesson plan, “Something Wicked This Way Comes: The 2014 Ebola Response” to develop a national and international plan for Ebola response.

RESOURCES

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

The Film
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
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
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)”
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”
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

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: 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

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.

ABOUT THE AUTHOR

Blueshift is a team of education specialists with background in social impact work. The team recognizes and builds on the power of documentary film to reach broad audiences to spark energy for deep and lasting social change. The team works with filmmakers, photographers and writers to develop innovative educational strategies, experiences, tools and resources that bring stories off the screen and into viewers’ lives.