Activity Overview
After students learn about the differences and similarities between the Covid 19 and 1918 Pandemics, students will create a chart with images and text that can compare and contrast the two periods. They should examine different categories such as: Symptoms, Actions Taken, Public Reaction, and Aftermath, or statistics of those affected. Students will find it interesting that there were many similarities between the 1918 pandemic and today. For example, the symptoms were similar with respiratory problems and fevers. With WWI occurring at the same time, some governments preferred to downplay the flu so that the war efforts could continue and morale would remain high while others instituted strict mask mandates. This is a great way for students to understand how history can often repeat itself, and what we can learn from the past.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Compare and contrast the Covid 19 and 1918 Pandemics.
Student Instructions:
- Using school resources, conduct some research and learn more about the similarities and differences between the 1918 Spanish Flu and the current Covid-19 Pandemic.
- On a chart, compare and contrast the two time periods with information about each in categories such as symptoms of the diseases, actions taken, public reaction and the aftermath.
- Add appropriate words and images to describe each category.
Requirements: A minimum of 1-2 sentence description and appropriate illustrations for each of the categories.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
After students learn about the differences and similarities between the Covid 19 and 1918 Pandemics, students will create a chart with images and text that can compare and contrast the two periods. They should examine different categories such as: Symptoms, Actions Taken, Public Reaction, and Aftermath, or statistics of those affected. Students will find it interesting that there were many similarities between the 1918 pandemic and today. For example, the symptoms were similar with respiratory problems and fevers. With WWI occurring at the same time, some governments preferred to downplay the flu so that the war efforts could continue and morale would remain high while others instituted strict mask mandates. This is a great way for students to understand how history can often repeat itself, and what we can learn from the past.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Compare and contrast the Covid 19 and 1918 Pandemics.
Student Instructions:
- Using school resources, conduct some research and learn more about the similarities and differences between the 1918 Spanish Flu and the current Covid-19 Pandemic.
- On a chart, compare and contrast the two time periods with information about each in categories such as symptoms of the diseases, actions taken, public reaction and the aftermath.
- Add appropriate words and images to describe each category.
Requirements: A minimum of 1-2 sentence description and appropriate illustrations for each of the categories.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Comparing COVID-19 and 1918 Spanish Flu Pandemics
Engage students with a primary source analysis activity
Enhance critical thinking by having students examine real newspaper articles, photos, or government posters from both pandemics. Primary sources make history feel real and help students draw their own conclusions about public reaction and actions taken.
Select age-appropriate primary sources
Choose visuals and texts that are accessible and relevant for your grade level. Preview content for sensitivity and provide context before sharing with students to ensure understanding and engagement.
Guide students to ask thoughtful questions
Encourage students to analyze sources by asking questions like: Who created this? What message does it send? Prompt curiosity and help students connect sources to the broader historical context.
Facilitate small group discussions
Organize students into small groups to share their observations and interpretations. Collaborative conversations help deepen understanding and allow students to learn from each other.
Connect findings to your compare and contrast chart
Have students use insights from primary sources to add new details or perspectives to their charts. Link evidence directly to categories like public reaction or actions taken for richer analysis.
Frequently Asked Questions about Comparing COVID-19 and 1918 Spanish Flu Pandemics
What are the main differences between the COVID-19 and 1918 Spanish Flu pandemics?
COVID-19 and the 1918 Spanish Flu differ in their viruses, medical technology available, and global response. COVID-19 is caused by a coronavirus, while the 1918 flu was caused by an influenza virus. Treatments, vaccines, and communication methods have improved greatly since 1918, resulting in different public health strategies and outcomes.
How can students compare and contrast COVID-19 and the 1918 pandemic in class?
Students can create a comparison chart using categories like symptoms, actions taken, public reaction, and aftermath. Adding short descriptions and images for each category helps visualize similarities and differences between the two pandemics.
What are some similarities between COVID-19 and the 1918 Spanish Flu?
Both pandemics shared respiratory symptoms such as cough and fever, and governments implemented measures like mask mandates and quarantines. Public reactions included fear, misinformation, and changes to daily life in both time periods.
Why is it important for students to study both the COVID-19 and 1918 pandemics?
Studying both pandemics helps students understand how history repeats itself and learn from past experiences to improve future public health responses and personal decision-making.
What categories should be included when comparing COVID-19 and the 1918 pandemic?
Key categories to include are symptoms, actions taken (like mask mandates), public reaction, aftermath, and statistics about those affected.
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