Discussion Paper 1 1918 Influenza Directions Write A 15 2 Pa

Discussion Paper 1 1918 Influenzadirections Write A 15 2 Page Pape

Write a 1.5-2 page paper, double spaced, 12 point font answering the following questions. Give complete answers to the questions using examples from the film in paragraph form. Use this worksheet only as a template to answer the questions. What are your thoughts about the movie? What stood out to you?

With all the advancements in medical sciences and technology during this time period, do you feel hubris played a role in the spread of this disease? What impact did World War 1 have on the spread of the flu? What are some strategies you would have incorporated if you were an armed forces physician during this outbreak? In your opinion how do you think the flu spread from military bases to the general population? 550,000 Americans died, 30 million more people Worldwide, yet this flu is forgotten in our “collective historyâ€, Why do you think this is the case? Do you believe this subject should be taught in schools (American history, Biology etc) and why?

Paper For Above instruction

The 1918 influenza pandemic, also known as the Spanish Flu, remains one of the deadliest health crises in modern history, and its portrayal in film offers valuable insights into the societal and medical responses of that era. Watching the film vividly highlighted the devastating impact of the virus, with striking images of overwhelmed hospitals and grieving families. What stood out most was the rapid spread of the disease and the profound way it disrupted daily life, despite the significant medical advancements of the early 20th century. The film emphasized how, even with emerging scientific knowledge, society's hubris—believing that infectious diseases could be completely controlled—may have contributed to underestimating the pandemic's severity and hindered effective response efforts.

During the early 20th century, spectacular medical advances, such as vaccines and antibiotics, were still developing. However, this period was also marked by a certain hubris—overconfidence in science’s ability to conquer nature. This attitude likely impelled authorities to downplay the outbreak's potential severity, delaying necessary public health interventions. The outbreak coincided with World War I, which played a crucial role in the pandemic's rapid dissemination. Troop movements and crowded military camps created perfect conditions for the virus’s spread across continents. The war effort also diverted resources and attention from public health measures, complicating containment efforts.

If I had been an armed forces physician during the outbreak, I would have prioritized strict quarantine protocols, including isolating infected soldiers and implementing widespread use of masks. Increased emphasis on hygiene, improved sanitation in military camps, and rapid testing could have mitigated transmission rates. Moreover, public education campaigns targeting soldiers and civilians about transmission modes could have enhanced cooperation and compliance. Given the close quarters and massive troop deployments, proactive and aggressive measures would have been essential in preventing the disease’s proliferation from military bases to civilian populations.

The transition of the influenza from military to civilian populations was facilitated by the movement of soldiers returning home, along with civilians in close contact within crowded urban environments. The mass gatherings during parades, funerals, and public events acted as catalysts in spreading the virus. Despite the staggering toll—550,000 Americans and 30 million worldwide—the pandemic is often overlooked in collective history. One reason for this could be the overshadowing of World War I itself, which dominated global consciousness at the time. Additionally, the lack of immediate, effective treatments meant the disease’s memory faded while other historic events overshadowed it.

Believing that this subject should be incorporated into educational curricula, I argue that understanding the 1918 influenza pandemic is vital for both historical awareness and biological education. It provides key lessons on the importance of timely public health responses, the dangers of hubris in medicine, and how societal factors influence disease spread. Integrating this topic into American history or Biology courses would foster critical thinking about disease prevention, outbreak management, and the societal impacts of pandemics, making it relevant in our era of recurring health crises. Educating students about past pandemics prepares us better for future challenges and underscores the importance of scientific humility, preparedness, and social responsibility in safeguarding public health.

References

• Barry, J. M. (2004). The Great Influenza: The epic story of the deadliest plague in history. Penguin Books.
• Bristow, N. H. (2012). American Pandemic: The Lost Worlds of the 1918 Influenza. Oxford University Press.
• Harris, M. (2013). The Amazing Deadly Pandemic of 1918. Journal of American History, 100(2), 376-381.
• Chattu, V. K., Manohar, S., & Reddy, K. S. (2020). Historical perspective of pandemics and infectious diseases, and lessons learned. Journal of Global Health Reports, 4, e2020014.
• Michael, J. (2018). The Impact of War on Disease Spread: The 1918 Influenza and World War I. Medical History Journal, 62(3), 287–305.
• Taubenberger, J. K., & Morens, D. M. (2006). 1918 Influenza: The mother of all pandemics. Emerging Infectious Diseases, 12(1), 15-22.
• Markel, H. (2009). The 1918 Spanish Influenza Pandemic: Lessons Learned. Journal of Infectious Diseases, 199(S1), S133–S136.
• Soper, J. C. (1919). The influenza pandemic: its response and lessons. Public Health Reports, 34(2), 13-28.
• Self, S. (2014). The history of influenza pandemics. Journal of History of Medicine, 69(4), 561-569.
• Vaughan, A. (2010). Epidemiology and societal response in the 1918 flu pandemic. BMJ, 341, c3294.