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SUSIE & TYLER’S CURRENT EVENTS October 14, 2014 THE BASICS Topic: Ebola II Background • • What is a virus? Centers for...

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SUSIE & TYLER’S CURRENT EVENTS October 14, 2014 THE BASICS Topic: Ebola II

Background • •

What is a virus? Centers for Disease Control and Prevention o Office of Public Health Preparedness and Response

Articles •

“CDC director: We must rethink Ebola” (Politco)



“Ebola-Infected Nurse Nina Pham Says She Is ‘Doing Well’” (NBC)



“Texas nurse stricken with Ebola: young and caring” (Reuters)



“Ebola threatens chocolate” (Politico)



“U.S. lacks a single standard for Ebola response” (USA Today)



“The Latest on Ebola and Travel” (NY Times)



“Global Response to Ebola Highlights Challenges in Delivering Aid” (NY Times)



“Ebola Came to America Last Week. Since Then: 5,000 False Alarms. Zero New Ebola Cases.” (Forbes)



“Authorities Begin to Scramble as New Case of Ebola Surfaces” (The Yeshiva World)

Questions to Consider Basics • Why does the topic of Ebola need a second current event? Why is Ebola likely to be a longterm news story? • What is a virus? What do we need to know about a virus before we can make informed medical and public policy decisions? • What is the Centers for Disease Control and Prevention (CDC)? Response • How does the coverage of Ebola present the best and worst aspects of the response to this medical challenge? Are we just beginning to learn adequate responses to the Ebola virus? Are some hospitals better equipped to handle cases than others? • Does the Ebola diagnosis of the Dallas healthcare worker change the way we fight against Ebola? Protection/Prevention • How should medical workers in the intensive care area be protected? Is protective clothing enough? What additional protocols are needed? Should we designate certain hospitals where Ebola care is to be provided? • Is banning flights to countries with Ebola good policy? Why does the World Health Organization (WHO) oppose a ban? What are the consequences for the travel industry when flights are eliminated and concern about safety/cleanliness of airplane cabins is questioned? Attitudes • How does showing compassion for Ebola victims demonstrate civic virtue? What is compassionate care? • How does blaming destroy the fabric of society? • Why does the fear of “plagues” heighten superstition and mistrust? • Is racism and disrespect for the continent of Africa a factor in attitudes toward Ebola? How are decisions made as to who receives experimental medicine? • What is the difference between heightened concern about Ebola and panic? How is incorrect or conflicting information about Ebola creating concern? • How does fear of Ebola affect the arrival of both volunteers and professional help to the Ebola region of Africa? Government • How does the CDC demonstrate the role of government in solving problems? In providing information? In learning lessons to apply to the future? • How is health connected to a fully functioning democracy? How might laws and procedures be modified to meet the challenge of Ebola? How are trust credibility vital to the functioning of government agencies? • Where is health mentioned under the U.S. Constitution? • What are the economic consequences of reporting Ebola cases? How is tourism impacted? • Do corruption and political instability in Africa hamper the medial response to Ebola? Do partisan politics in the United States hamper efforts to provide accurate information?

THE EXTRAS

Pre-teaching, Extensions & Further Reading • Ebola Update (CDC) • WHO: Ebola Response Roadmap Situation Report (WHO) • Ebola 2014 (CNN) • “Ebola Facts: How Many Health Care Workers Have Contracted Ebola?” (NY Times) • “Ebola conspiracy theories: separating fact from fiction” (Telegraph) • “CDC racing to stop Ebola” (PBS Newshour) Lesson Plans • “Ebola 101 for the classroom – Q&A” (PBS Newshour) • “Ebola Outbreak: Student Discussion Guide” (Education World) • Ebola outbreak resource collection (PBS Newshour)

What’s the connection? Constitution • “Containing Ebola: Quarantine and the Constitution” (Verdict) • “Protecting against Ebola trumps personal liberty” (CNN) • “What the Constitution Says About Health Care” (The Heartland Institute) Students • “3 Richardson Elementary Students Pulled From Class Over Ebola” (NBC, DallasFort Worth)

Oregon • “Ebola watch: Portland International Airport has plans in place to deal with travelers showing symptoms” (Oregon Live) • Oregon Association for Liberia

Oregon State Social Science Standards/CCSS HS.28. Evaluate how governments interact at local, state, tribal, national, and global levels. HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries. HS.33. Explain the role of government in various current events. HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. CCSS Anchor Standards 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 4. Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

We the People Lesson Connections Middle School, Level 2 • Unit 6, Lesson 28: What is the relationship of the United States to other nations in the world? High School, Level 3 • Unit 6, Lesson 38: What are the challenges of the participation of the United States in world affairs?