Adnoc Schools Similarities and Difference Between Spanish Flu and Covid 19 Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
GRADE 11 WORLD HISTORY
SPANISH FLU vs. COVID-19 – PERFORMANCE TASK
Essential Question: What are the similarities and difference between the 1918 Spanish Flu and Covid-19? Standards: WHII.T4.3. Analyze the political, social, economic, and cultural developments following World War I. h. the global influenza pandemic of 1918–1920
RCA-H.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RCA-H.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.
RCA-H.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where a text leaves matters uncertain.
RCA-H. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WCA. 6.Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products
WCA.8 When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
Objectives: The student will… o Compare and contrast 2 global pandemics: 1918 “Spanish Flu” and Covid-19.
Name: Grade 11:
INSTRUCTIONS
- Fill in your name and section in the space provided above.
- There are two parts to this assessment:
- Part A: Gathering information
- Part B: Comparing and Contrasting
- Complete both parts by filling in your responses in the space provided.
- Please type in your responses in BLUE (it has been pre-set for you).
- Remember to proofread your work before submitting to ensure there are no spelling, grammar and/or punctuation errors.
- Refer to the rubric for grading and expectations.
PART A: GATHERING INFORMATION Directions: Watch the following videos and answer the questions in the space provided. Bullet point responses are acceptable.
1918 “Spanish Flu” Covid-19
Watch this video and answer the following questions: Watch this video and answer the following questions: 1. No one knows exactly where this virus first broke out. List the three theories given. 1. Where and when was it reported that Covid-19 first originated? · 2. Why were Americans afraid to report having the flu in 1918? Explain your answer. 2. There are different types of coronaviruses that cause illness in animals and humans. Which 3 have appeared thus far, and where/when did they originate? 3. So, even though it didn’t start in Spain, how did it get its nickname? 3. How does the transmission of the disease occur? 4. What symptoms made the 1918 virus different from the flu we know today? 4. What are the common symptoms of Covid-19? 5. In what two ways did people blame Germans for this outbreak? 5. Which groups of people are at serious risk of illness? 6. Doctors had little ability to treat the virus, so instead, what precautions were taken? 6. As the vaccine is still in its early stages, what are ways transmission of the virus can be prevented? List three suggestions given. 7. Whereas the estimated casualties from WWI were _____(A)______ people, deaths from this outbreak are said to be ______(B)______.
A – B –
8. Which US President contracted this flu? 9. When was the first flu vaccine developed? 10. Why did it take so long for a flu vaccine to be developed? As the pandemic continues, several news outlets are releasing stories that compare these two pandemics. Watch this video from the LA Times published in May 2020. After watching, summarize 3 similarities that the video observes between the 1918 Flu and Covid-19. 1.
PART B: COMPARE AND CONTRAST
Directions:
- Use the information from Part A, as well as your own knowledge, to compare and contrast the 1918 “Spanish Flu” and Covid-19.
- Use the provided Venn diagram or create your own using a program such as Canva.
- You must include 4 differences for each pandemic, and 4 similarities. Please ensure you write quality statements that reflect your understanding of the two pandemics.
- Attach the Venn Diagram as a PDF, Word or PPT in your Assignments.
- Refer to the rubric for grading and expectations.
SPANISH FLU vs. COVID-19 COMPARISON RUBRIC
4 3 2 1 Part A: Gathering Information o All questions are answered correctly. o Each answer gives a thoughtful response to the question being asked.
o Most questions are answered correctly. o Most answers give a thoughtful response to the question being asked.
o Some questions are answered correctly. o Some answers give a thoughtful response to the question being asked.
o Majority of the questions were incorrectly answered. o Majority of the answers did not make sense and/or had nothing to do with the question being asked.
Part B: Venn Diagram o All statements showing similarities are placed in the center, and differences are placed in the outer circles. o Student made 4 quality statements of comparison in each outer circle and 4 statements of similarity in the center.
o Most statements showing similarities are placed in the center, and differences are placed in the outer circles. o Student made 3 quality statements in each outer circle and 3 statements of similarity in the center.
o Some statements showing similarities are placed in the center, and some differences are placed in the outer circles. o Student made 2 quality statements in each outer circle and 2 statements of similarity in the center.
o Few or no statements showing similarities are placed in the center, and/or differences placed
in the outer circles.
o Student made 1 or no statement in each outer circle and/or 1 or no statement of similarity in the center.
Understanding o Demonstrates a thorough understanding of the historical content. o Demonstrates a good understanding of the historical content. o Demonstrates some understanding of the historical content. o Demonstrates little to no understanding of the historical content. Mechanics o There are no spelling, grammar and/or punctuation errors. o There are 1-2 spelling, grammar and/or punctuation errors. o There are 3-4 spelling, grammar and/or punctuation errors. o There are 5+ spelling, grammar and/or punctuation errors. Use of Class Time o Student self-starts and consistently uses class time wisely and remains focused on the task. o No teacher intervention is needed.
o Student initiates work, but does not remain on task consistently. o Needs some teacher intervention.
o Student sometimes initiates work, and/or sometimes does not remain on task. o Requires occasional teacher intervention.
o Student rarely initiates work, and/or does not remain on task. o Requires frequent teacher intervention.
Total: /20 points % Feedback from Teacher:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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