Pandemic History
History repeats itself—unless we learn from it. Explore how respiratory pandemics have shaped human history and discover how understanding airborne transmission can help us prepare for the future.
4
Lessons
4-5
Class Periods
Low
Materials Cost
3
NGSS Standards
Essential Question
What can history teach us about preventing and responding to respiratory disease outbreaks?
Lessons
-
1→The 1918 Flu Pandemic
-
2→SARS and the Warning Signs
-
3→COVID-19 and Airborne Transmission
-
4→Lessons Learned: Preparing for the Future
Key Concepts
Pandemic Patterns
- Novel pathogens emerge periodically
- Respiratory spread is often airborne
- Crowded indoor spaces accelerate transmission
- Early interventions save the most lives
Historical Lessons
- 1918: Ventilation and masks helped
- 2003 SARS: Superspreading in hospitals
- 2020 COVID: Aerosol transmission debated
- Pattern: We often relearn same lessons
Transmission Science
- Droplets vs. aerosols
- Close-range vs. room-scale spread
- Ventilation reduces shared air
- Filtration removes infectious particles
Prevention Strategies
- Ventilation and air cleaning
- Respiratory protection (masks)
- Vaccination when available
- Monitoring and early response
Timeline of Respiratory Pandemics
| Year | Pandemic | Estimated Deaths | Key Feature |
|---|---|---|---|
| 1918-1919 | Influenza ("Spanish Flu") | 50-100 million | Most deadly pandemic in modern history |
| 1957-1958 | Influenza ("Asian Flu") | 1-2 million | First pandemic with vaccine response |
| 1968-1969 | Influenza ("Hong Kong Flu") | 1-4 million | Milder but still significant |
| 2002-2003 | SARS-CoV-1 | ~800 | Contained through aggressive public health measures |
| 2009-2010 | Influenza (H1N1 "Swine Flu") | 150,000-575,000 | First pandemic of the social media age |
| 2020-present | COVID-19 (SARS-CoV-2) | 7+ million (official) | Transformed understanding of airborne transmission |
Materials Needed
- Historical photographs and documents (provided in lesson materials)
- Timeline activity worksheets
- Video clips (links provided in lessons)
- Access to news archives (optional)
- Graph paper or graphing software for data visualization
Note: This unit relies primarily on historical analysis and discussion. No specialized equipment is required.
Standards Alignment
| Standard | Description |
|---|---|
| MS-LS2-4 | Construct an argument about how changes in populations impact ecosystems |
| MS-ESS3-4 | Construct an argument about how human activities and natural processes affect the environment |
| RST.6-8.7 | Integrate quantitative or technical information with visual representations |