ABSTRACT
The Centers for Disease Control and Prevention (CDC) identified certain populations as being particularly vulnerable during the COVID-19 pandemic, including racial and ethnic minority populations, people living in rural or frontier areas, people experiencing homelessness, essential and frontline workers, people with disabilities, people with substance use disorders, people in incarcerated populations, and individuals born outside of the United States (CDC 2020). Because the pandemic is affecting people and communities disproportionately, we knew students needed to explore the social and historical dimensions of the pandemic that resulted from systemic inequalities. Throughout the unit, they work toward a better understanding of the following ideas: * How the COVID-19 virus is transmitted between individuals and within communities * How mitigation strategies lower the chance of transmitting the COVID-19 virus between individuals and across communities * An understanding that there are differences in how diseases spread across different communities that cannot be explained without taking social, historical, and economic factors into account and that understanding the larger social context, policies, and practices can help us understand disproportionate impacts within and between communities * How others are affected during a public health crisis and how empathizing with them can help us better protect ourselves and the people in our communities Our commitment to providing the information that young people need to understand COVID-19 and other pandemics led to an interesting discovery about the NGSS. Attempt to make sense of the phenomenon or problem Students share the patterns they observed from the data and create initial models to explain how and why communities were affected by COVID-19 differently (see Figure 1). [...]social awareness is defined as the ability to (1) take the perspective of and empathize with others, including those from diverse backgrounds and cultures;(2) understand social and ethical norms for behavior;and (3) recognize family, school, and community resources and supports.