Draw the Coronavirus
Art, Health, U.S. History, Visual Arts
Post Art and Architecture Critic Philip Kennicott took a closer look at how we visually present covid-19 in “Coronavirus is a killer. But this artist won’t reduce it to a cartoon villain.” He moves from the electron microscope image and the CDC’s computer-graphics image to the work of David Goodsell, a professor of computational biology. Readers learn more about the virus’ structure and color. Summarize and discuss Kennicott’s content.
Students might be asked to collect representations of the novel coronavirus found in PSAs, advertisements, newscasts and other media. Discussion of the works might include:
• Which have stylized features?
• How has color been used?
• Typeface, media, message and audience influence the form used. Are they effective in this work?
Students may be asked to draw their interpretation of the coronavirus. What feature is consistent in images? Colors used? Mood?
Alter the Classic
Art, Health, Visual Arts
Michael Cavna, writer/artist for The Post’s Comic Riffs, presented a survey of ways artists’ works are being digitally altered. Read and discuss “ ‘The Girl With a Purell Earring’: How artists are tweakingfamous paintings for our coronavirus era”
Teachers may wish to show students the original works. Ask students to brainstorm ways they might alter the images to present current behavior, concerns and technology.
What Would You Do?
Ethics, Health, Social Studies,
Five scenarios based on real situations are provided for students to consider what they would do, either as one of the stakeholders or as themselves. They cover survival of the poor in an international setting; provision for students who qualified for free-and-reduced-price meals and children of unemployed parents; observance of one’s religious and cultural practices; decisions when ventilators and other medical needs are limited or depleted; and the debate over the safe time to open businesses or maintain social distancing.
Teachers and students are provided a list of Post articles that could be read for more information and points of view on each of these issues.
After conducting the What Would You Do? activity, teachers might ask students to discuss other areas of concern. Do some reading and then write a scenario with different stakeholders.
It’s the Economy
Business, Economy, Health, Social Studies, U.S. History
When positive or confirmed cases of coronavirus and deaths rose, social distancing mandates evolved into closed businesses — except those that are essential — and unemployment. Before asking students to read about measures taken by the Federal Reserve and Congress to address personal and business issues, teachers might begin with an article and a video. They both give a face to and address health, rural vs. urban, and business/economic concerns:
• “Rural America’s plea: Urban covid-19 refugees, stay home” and
• Video voiced by a rural hospital administrator
There are many entry points to addressing business and economic issues in the midst of the pandemic. Teachers may ask students to research the role of the Federal Reserve, stimulus checks or the $2 trillion virus bill — its provisions, its success and its shortcomings. In another approach, students might work in groups, each with a different one of the following articles:
• “Undocumented workers among those hit first — and worst — by the coronavirus shutdown”
• “Why many ‘essential’ workers get paid so little, according to experts”
• “A New York City taxi river kept working to pay bills. Now he and his family are sick.”
• “Coronavirus unemployment guide: What to do if you get laid off or furloughed”
• “Gig economy workers will keep working through the coronavirus. They have no choice.”
Students need to practice forming questions, identifying reliable sources and thinking critically. Many of these suggestions will give them practice in evaluating the information they have sought. In discussion of the articles, students might include:
• What questions did reporters ask to get the information and quotations included in the articles?
• How many people were interviewed? Why is each a reliable source?
• What is the main information provide?
• What else would you like to know about this topic?
Pass the Test
Ethics, Health, Journalism, Social Studies,
Columnist Michele L. Norris comments on the ways “all of us are already being tested … in a crucible that will have profound consequences.” Read and discuss the ideas she presents in “The coronavirus is testing us all.”
During the Pandemic
Art, English, Journalism, Psychology, Visual Arts
Michael Cavna, writer/artist for The Post’s Comic Riffs, interviewed cartoonists and shares how they are handling the new isolation. As professionals who work mainly in solitude, they know ways to remain creative. Cavna collects their experience into five tips in "Staying creative, staying healthy." They provide opportunity for students to discuss and apply the tips.
And After the Pandemic?
English, Journalism, Psychology, Social Studies
This composition article begins with reading the introduction to a collection of personal essays and one of the opinion pieces as a model. Students are then asked to consider the changes that have taken place in the last months. Which of the changes may influence life after the pandemic?
Collect Current Events
Journalism, Media, Social Studies, U.S. History
In Real Time is an initiative of The Historical Society of Washington, D.C., and the DC History Center. While newspapers and government repositories will archive the public happenings of this time period, In Real Time is asking students and others to “document your experiences in writing and through videos, photographs and recordings.” People are encouraged to keep journals — digital or on paper. Maybe an example of something students did for family, elders, medical personnel or others during the months of social distancing could be included.
Those who want to participate should answer a survey and learn how to submit materials at dchistory.org/in-real-time.
Keeping a journal, recording the events of the day and one’s personal reactions, and reflecting on what is happening in one’s home and community is a good activity for now and the future. Think about what we know of previous generations from historical records and official documents. For a more complete picture add to that the items in their homes (Pompeii), diaries and journals, photographs and artwork.
Follow-up and Get Updates
Health, Journalism, Mathematics, U.S. History, World History
The Washington Post Coronavirus section can offer students and teachers with updated information, charts and graphs, and photographs.
The Washington Post is providing free access to stories so that all readers have access to this important information about the coronavirus. For more free stories, sign up for The Post’s daily Coronavirus Updates newsletter.
Post NIE Guide Editor | Carol Lange
Post NIE Guide Art Editor | Donna McCullough
