Public Health Series: Civic Engagement I

Public Health Series: Civic Engagement I

Our Public Health Series will focus on creating awareness on the importance of public health in our communities. Our videos are designed for high school-level students. Lecture instructors include UIC Urban Health Program pre-health students and UIC College of Medicine students.

Activity from the Chicago Public School Remote Learning High Civics Independent Project:
Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19

Visit https://cps.edu/SiteCollectionDocuments/enrichmentlearning/April13/HS-Civics-Packet-English-04-13-20.pdf for activity guide.

ACCESS YouTube
https://www.youtube.com/watch?v=xMePiOvx2Wo

EMBEDDED VIDEOS:

How COVID-19 Can Spread in a Community
https://www.youtube.com/watch?v=9pVy8sRC440&feature=emb_title

Why fighting the coronavirus depends on you
https://www.youtube.com/watch?v=dSQztKXR6k0&feature=emb_title

Chicago's McCormick Place Center Transformed into COVID-19 Alternate Care Facility
https://www.youtube.com/watch?v=mtYvzE7MVgk&feature=emb_title

Senior Viral Response to Covid in Chicago
https://www.youtube.com/watch?v=doZ-7p84420&feature=emb_title

Why does 'flattening the curve' work?
https://www.youtube.com/watch?v=4pMhx4gfivA&feature=emb_title

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UIC Urban Health Club

May 28, 2020
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Transcript

  1. 1.

    UIC Urban Health Club - Spring 2020 PUBLIC HEALTH SERIES:

    CIVIC ENGAGEMENT I Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  2. 2.

    Remote Learning Cluster Packets Civics Independent Project: Exploring the responsibilities

    of democratic participants to combat the spread and threat of COVID-19 Click on the activity link to follow along.
  3. 3.

    UIC Urban Health Club Exploring the responsibilities of democratic participants

    to combat the spread and threat of COVID-19 - Watch Full Lecture Below
  4. 4.

    Activity 1: Context setting and exploring our project topic Exploring

    the responsibilities of democratic participants to combat the spread and threat of COVID-19 BUT FIRST, let’s review the basics of COVID-19... • Causes mild to serious respiratory illness in people • Signs & symptoms include fever, shortness of breath, fatigue, cough, sore throat, loss of taste or smell • People who are asymptomatic can also be infectious • Risk factors include older >65 years of age, obesity & existing medical conditions (e.g. diabetes & hypertension) • Transmission is via respiratory droplets • There is no specific treatment • Diagnostic tests (polymerase chain reaction - PCR) are done to test people with signs & symptoms • Antibody tests show that you were infected with the virus in the past Source: COVID-19 Contact Tracing by by Johns Hopkins University
  5. 5.

    Activity 1: Context setting and exploring our project topic Exploring

    the responsibilities of democratic participants to combat the spread and threat of COVID-19 Suggested video: How COVID-19 Can Spread in a Community
  6. 6.

    Exploring the responsibilities of democratic participants to combat the spread

    and threat of COVID-19 Activity 1: Context setting and exploring our project topic a. What do you already know about the Coronavirus (COVID-19) and where did you get this information? b. What do you already know about how individuals, communities, organizations, the government are responding to COVID-19? c. Review the project question to explore “How can we participate for the well-being of our communities?” and project title “Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19.”
  7. 7.

    Exploring the responsibilities of democratic participants to combat the spread

    and threat of COVID-19 Activity 1: Context setting and exploring our project topic Engage in preliminary secondary research a. What do you know about Covid-19 now that you didn’t know before? b. Which of the protective measures mentioned do you, your family, members of your community take? Why do you think that is? c. What did you learn about our social responsibility (our responsibility to protect/care for others in our society) during the Covid-19 outbreak? d. What other information would be important to know/understand in order to answer the question for exploration: How can we participate for the well-being of our communities?
  8. 8.

    Exploring the responsibilities of democratic participants to combat the spread

    and threat of COVID-19 Activity 1: Context setting and exploring our project topic Engage in preliminary primary research Interview two or more family or community members by phone, email, or social media. Focus on different ages if possible. Use the questions below, and other questions you want to ask. a. What do you know about the COVID-19 virus? b. How has the outbreak of COVID-19 impacted your life? c. How are you participating in addressing the spread of COVID-19? (i.e. Are you following the social distancing protective measures (6 feet apart, stay at home, no groups or gatherings))? Why or why not? d. How have you seen others (people, businesses, organizations, government) respond to the spread and threat of COVID-19? e. What does your community need most to help minimize the damage of COVID-19?
  9. 9.

    Exploring the responsibilities of democratic participants to combat the spread

    and threat of COVID-19 Activity 1: Context setting and exploring our project topic Engage in preliminary primary research After you finish your interviews - complete the reflection below to synthesize your thinking: • What do you know now that you didn’t know before? • Did the responses from any of the people you interviewed surprise you? Why or why not? • Did you notice any trends in their answers? List examples you uncovered in your initial investigation of ways people, organizations, and/or institutions are responding to COVID-19.
  10. 10.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 Read the explanations of the three types of democratic stakeholders participating in responding to COVID-19.
  11. 11.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 Generate 3 questions you’d like to know for each stakeholder about how they are responding to COVID-19. This will help better understand how these democratic stakeholders are responding to COVID-19.
  12. 12.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 After reviewing all the sources, go back to the questions you generated. Do you have answers to all those questions from the research you’ve done? Do you have new questions that have emerged? For any questions that you do not have answers to, consider identifying an additional source to explore (i.e. newspaper, magazine, etc) or conducting primary research by interviewing family or community members. Reflect on the responses you are seeing each stakeholder group engage in for the well-being of the community. Assess to what degree each type of participation you are noticing seems effective/impactful and why.
  13. 13.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 Let’s explore McCormick Place as a COVID-19 medical center. • McCormick Place was transformed into a temporary hospital to treat COVID-19 patients due to that Chicago-area hospitals could get overwhelmed with cases. • Both local and federal government, community stakeholders have contributed to this project. ◦ Local Government: Governor J.B Pritzker, Mayor Lori Lightfoot, and The Illinois National Guard ◦ Federal Government: U.S. Army Corps of Engineers, and The Federal Emergency Management Agency (FEMA) An inside look at McCormick Place’s transformation into a Chicago coronavirus field hospital
  14. 14.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 WE GOT US Organizations from the West and South side of Chicago have band together to decrease the high number of black and brown deaths due to COVID19. They're doing so with an initiative called WE GOT US. The organizations behind the initiative include Healthy Hood, Youth Health Service Corps, Ballinois, Babes Only, Project Swish, Resurrection Project, and Chicago Beyond. WE GOT US initiative aims to decrease number of deaths in black and brown communities due to COVID19 WE GOT US INSTAGRAM PAGE
  15. 15.

    Activity 2: Exploring how community members are participating in response

    to COVID-19 Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 • My Block My Hood My City supports their community in creating and distributing care packages to senior citizens during COVID-19 pandemic. Red Cross Heroes: Jahmal Cole, Founder of My Block, My Hood, My City
  16. 16.

    Activity 3: Communicating conclusion and taking informed action Part I:

    Communicating Conclusions Based on what you’ve learned and the research you have done, make a claim or claims for how democratic participants can participate in the fight against the spread and threat of COVID-19. Cite 3 examples from the sources you investigated. You can do this as a short written reflection, an infographic, a visual representation -- you choose the format. Article Link Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  17. 17.

    Activity 3: Communicating conclusion and taking informed action BUT FIRST,

    understanding the importance of “flattening the curve” • Incubation period ranges from 2 - 14 days • Infection period begins 2 days before start of signs & symptoms; lasts at least 10 days after onset of illness • People can transmit the virus during the infection period • Asymptomatic people can also be infectious • This is why quarantine & social distancing are important Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 Source: COVID-19 Contact Tracing by by Johns Hopkins University
  18. 18.

    Activity 3: Communicating conclusion and taking informed action Part II:

    Taking Informed Action Now, you will apply the learning you have done to take informed action for the well-being of a community to which you belong. Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  19. 19.

    Activity 3: Communicating conclusion and taking informed action a. Based

    on proximity and fellowship, describe 1 to 3 communities you belong to. b. Note if those communities represent/are connected to a group of individuals, an NGO or a government institution. (i.e. your family would be a group of individuals, a youth-center in your community would be an NGO, and CPS would be a government institution). c. EXTEND: Describe one or more of the communities you could have identified, but did not. Explain why. Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  20. 20.

    Activity 3: Communicating conclusion and taking informed action Pick 1

    of the communities you identified from your list. Members of this community will be the audience for your informed action as you consider how you want this community to participate and respond to the spread and threat of COVID-19. Follow these steps to organize your awareness campaign. Step 1: Reflect upon what you have learned about ways to respond to the spread and threat of COVID-19. Step 2: Identify WHO needs to know this information and WHY they need to know it (members of the community you identified above in Part B). Step 3: Identify WHAT you want to say and HOW you want to say it. What could you say to this audience to promote the type of response you want to see? Step 4: Next, choose the best way to reach the community you identified with the information you want them to know or consider. Depending on the community it could be: a conversation over dinner with your family; a phone call; a letter to an institution/government leader; a photo essay or infographic; a social media campaign; an Op-Ed, etc. You pick! Step 5: Finally, construct your MESSAGE based on the means you decided in step 4. Step 6: Implement your plan and make sure to document your action along the way! Track your outcomes if you can - how did people respond? Did anyone behave differently based on your action? Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  21. 21.

    Activity 3: Communicating conclusion and taking informed action After completing

    your action, complete a reflection by responding to the following questions in your journal (when submitting your reflection, include any materials you created as part of your informed action): a. What was your strategy for your informed action? i. What community did you target for your message and why? ii. How did you want members of this community to participate/respond to the spread and threat of COVID-19? What informed your thinking on that? iii. What type of participant (refer to 3 kinds of participant) do you want members of this community to practice? Why? iv. What means of communication did you decide would be most effective to reach this community? Why? b. What did you learn throughout this process? What did you learn about yourself and your community? c. Reflecting on all you learned during this project, how can we participate for the well-being of our communities? Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19
  22. 22.

    Additional Recommended Readings Make sure to review the additional recommended

    readings in the packet! Exploring the responsibilities of democratic participants to combat the spread and threat of COVID-19 Click on the activity link to follow along.
  23. 23.

    UIC Urban Health Club INCUBATION PERIOD: Time from when someone

    is infected until symptoms develop. INFECTIOUS PERIOD: Time during which someone infected with COVID-19 can transmit the virus to others. ASYMPTOMATIC: A person who does not show any signs or symptoms of a disease. RISK FACTORS: Characteristic, condition, or behaviour that increases the likelihood of getting a disease or injury DIAGNOSTIC TEST: Identifies virus in the body. This test gives a sign that the virus is reproducing in your cells. ANTIBODY TEST: Identifies antibodies to the virus, usually in blood. Antibodies are made by your immune system to fight off viruses or bacteria. Source: COVID-19 Contact Tracing by by Johns Hopkins University
  24. 24.

    UIC Urban Health Club TRANSMISSION: Process of transmission is more

    likely with close contact and in shared spaces. INFECTIOUS PERIOD: Period of time during which an infected person is able to transmit a disease to others. INCUBATION PERIOD: Condition in which an infected person is separated from others. Isolation prevents or limits the transmission of an infectious agent to those who are susceptible. RESPIRATORY DROPLETS: Particles of respiratory secretions that are exhaled and typically consist of water-like fluid. Droplets can travel up to 6 feet. SOCIAL DISTANCING: Deliberately increasing the physical space between people to avoid spreading illness QUARANTINE: Condition in which an infected person’s activities are restricted to prevent onward disease transmission. Source: COVID-19 Contact Tracing by by Johns Hopkins University