- Picture Analysis - Group Activity
Further pictures for this lesson are available from timeframes
- from the Alexander Turnbull Library Website. To find suitable images click
on search and type in "influenza epidemic". To enlarge pictures click on
the image. These images will print from the site with a national library
watermark embedded in the object or may be purchased from the site. Otherwise
photos from books (or even journal stories) photocopied onto card would
be suitable.
Prepare by cutting the influenza epidemic related pictures into "jigsaws".
Make 4 - 5 pieces (enough for one per child in your class) from each picture.
Introduce this unit to your class by giving each child a jigsaw piece. Children
find other children with a jigsaw pieces which fit with theirs and form
the picture. When they have made their picture in their group they discuss
the questions and record their group ideas on the picture
analysis sheet. Encourage children to justify their ideas with evidence
from the picture ie. the picture might have been taken in the 1920s because
of the style of clothing.
Give each group the caption for their picture. Have the groups reflect
if any of their ideas change, given the caption. Display the pictures from
each group. Ask each group to present their ideas to the class about what
might be happening in their picture. When all groups have presented their
ideas ask the class if they can detect any common themes from all of the
pictures.
- Class Concept Map
Tell students that in 1918 there was an Influenza epidemic in New Zealand
(if this has not already arisen through discussion of the photos and common
themes). As a class make a concept map of the term epidemic to gauge children's
initial knowledge of this topic. Begin the class concept map by revising the
guidelines for sharing ideas. These guidelines
can be adapted to suit the needs of your students or you can write guidelines
with your students input. Refer to the Concept
Mapping Example for an example of possible directions your concept map
might take.
- Children's Rhyme
Share with your class this rhyme. Discuss what the
meaning of this rhyme might be. What does this rhyme tell us about people's
knowledge of the Influenza virus? The influenza virus can in fact be spread
by birds.
Discuss: Do you think people were aware of this in 1918?
- "The Battle Against Influenza" Information Gathering
In the form of a guided or shared reading lesson, either as a whole class
or in groups read the school journal story The Battle Against Influenza
by Jane Thomson (Part 3, Number 1, 1977). As a follow up activity, list the
problems and solutions which were outlined in the journal story on the T
chart. Look at the completed example of
a T chart.
- Timeline of Events
Using the information from the journal story and other sources arrange a timeline
of events leading up to and during the epidemic. A sheet of events
is prepared for students to cut and paste onto a timeline chart/poster.
Class discussion: "Although the Royal Commission says the Niagra brought
the disease to New Zealand, it was already here before the ship arrived.
How are some other ways the disease could have got here?" Followed by reflection:
Given our new information about the arrival of influenza, is there anything
we would need to change on our timelines?
- Perspectives on the Influenza Epidemic
This activity is set up as a jigsaw learning activity. Children are grouped
into groups of four members and each member given a different letter (A -
D). This first group is the base group which will present a poster
of a range diary entries on conclusion of the lesson. Each base group member
is then sent to an expert station according to their letter:
- Doctor
- Child
- Volunteer
- Nurse
At the expert group station is a range of information sources which the
group members can inquire into and discuss the perspective of their given
role. Group members then write diary entries from the perspective of their
"person" or role.
Expert group members then return to their base group and discuss "in role"
the perspective of their member and read their diary entry. Opportunities
for group members to have a question and answer time "in role" can be given.
Base groups present their diary entries creatively and in a way suitable
for the time period (ie. authentic "tea stained" tattered diary pages with
old lettering and script).
- Formative Assessment: Could this happen today?
Discuss what we know about life in 1918 already from our studies. Record
this information on the comparison chart.
Look at the following pictures of life in 1918 - what else do these pictures
tell us? Record your further ideas on your comparison chart.
Discuss how life in 1918 was different from life today. Record the main
differences on your comparison chart under the heading "characteristics
of life today".
Record on your comparison chart the types of ways people tried to limit
the spread of the influenza epidemic in 1918. How do you think this would
be different today? Discuss in 'buzz' groups: How do you think things would
be different if there was an influenza epidemic today?
- Formative Assessment: Immunisation Perspectives
Immunisation is a complex current issue as a method of disease control.
This activity has been designed for children to explore people's different
values positions on this issue. It is important for the teacher to remain
neutral on this issue and not let their personal views influence their students.
Children conduct a class debate on the topic "It should be compulsory to
have the influenza immunisation". Give students time to prepare their side
of the debate using the following sources:
Children discuss people's different perspectives on
immunisation and why they might hold these views. Children explain 3
different values positions on immunisations and reasons why these might be
held on the graphic organiser.
Children also state and justify their own
position on this issue.
- OUTBREAK - Newspaper Report 1918
Discuss how people would have been made aware of the epidemic in 1918.
What forms of communication were used? Children are to design (you choose
- either individually or in pairs) a front page of a newspaper which was
published in Dec 1918. Using a copy of a front page of a newspaper today
and an example from The National
Library's paper's past of an old newspaper make a suitable criteria
list with the children of what their newspaper will need.
Such as:
- A name, ie. "Daily News"
- A date
- Headings
- Pictures / Photos
- Advertisements
- Articles - including accurate information!
Your articles will need to identify:
- causes of the epidemic
- effects of the epidemic on people's daily lives
On completion of their front page, children
self-evaluate their
work against the criteria list they have developed (or the one provided as
an example). Display your newspaper pages in the room for children to
reflect on their learning.
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available: