| Body | This activity encourages advanced, high-school or college-level learners to consider the aftermath of a catastrophic global event and the lessons that can be gleaned from it. Learners will decide what items most fully represent life before the catastrophe and what occurrences led to the ultimate downfall of those aspects of life. These occurrences will be taken from the timeline of events that learners encounter in playing Plague, Inc.
Objectives: Learners will be able to
- appropriately use vocabulary related to science, health, and global health issues.
- justify opinions with reasoning, evidence, and detail.
Modes: Interpersonal Communication, Interpretive Reading
Resources: Give One, Get One Vocabulary Sort, Event Log, Group Discussion Guide, a medium to create and present the class museum, Plague, Inc. app, resource sheet
Procedure:
- Introduce learners to basic science, health, and global health vocabulary words by discussing global health issues. Use tools like gapminder.org to give learners insight regarding the underlying causes of the spread of disease. Learners may add to this discussion with information learned in other classes or areas of their lives.
- Have learners supplement their vocabulary with 30-40 minutes of play on Plague, Inc. Learners will keep note of the new vocabulary words that they are able to interpret as they play via the use of context and recognition of cognates and linguistic patterns.
- Learners will share their interpretations with classmates by using the Give One, Get One Vocabulary Sort.
- Discuss the vocabulary sort findings as a class. Look for opportunities to help learners to connect words to multiple categories so that they develop more complex schemata.
- Next, learners will play Plague, Inc. again in groups of 2-4 people. While they play, they should keep a log of major events as they happen using the Plague, Inc. Event Log. These events may include events featured on the news real, the date of the outbreak in selected countries, the dates on which selected countries collapsed, decisions made by the countries to protect themselves, and efforts regarding the creation of a vaccination.
- After game play has expired and learners have finished documenting the events related to the spread of their respective plagues, learners are tasked with the creation of a traveling museum to educate the remaining members of humanity about the old way of life and the lessons that can be gleaned from the spread of the plague. The timeline reflected in the event log from the second interaction with Plague, Inc. will inform this discussion with its indications of the downfall of certain global systems (e.g., international travel).
- Learner groups will decide which exhibits they would like to include in the museum using the Group Discussion Guide. After learner groups decide on which exhibits they would like to include in the museum, they must rank each exhibit in order of importance.
- Finally, the groups will share their favorite exhibits with the class. Each group must justify the inclusion of the exhibits in the class’ final museum. After hearing these arguments, the class will vote on the five most important exhibits. The class may choose to create its museum with a selected communications medium at this point.
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