Math Covid-19 Extra Credit Assignment

To Submit Your Work: Take a picture of your work & email it to your math teacher:
Ms. Ford (​fordg1@scsk12.org​) Ms. Martin (​martinc5@scsk12.org​)
Ms. Flowers (​flowerssm@scsk12.org​) Ms. Rayner (​raynerb@scsk12.org​)
TN State Standards Covered: A1.F.IF.B3 , A1.F.IF.B4, A1.F.IF.B5, G.CO.A.1, G.GPE.B.2, A2.F.IF.A2,
A2.S.ID.B.2
Data Table 1

Date Nasdaq S&P Dow Unemployment Covid-19 Cases Total

Claims (TN) (TN)

Week 1 (January 20, 9,314.91 3,295.47 28,989.73 28.2 First Case in the U.S
2020)

Week 2 (January 27, 9,150.94 3,225.52 28,256.03 28.2 None reported in

2020) Tennessee

Week 3 (February 3, 9,520.51 3,327.71 29,102.51 28.1 None reported in

2020) Tennessee

Week 4 (February 10, 9,731.18 3,380.16 29,398.08 28.1 None reported in

2020) Tennessee

Week 5 (February 17, 9,576.59 3,337.75 28,992.41 28.1 None reported in

2020) Tennessee

Week 6 (February 24, 8,567.37 2,954.22 25,409.36 28.1 None reported in

2020) Tennessee

Week 7 (March 2, 2020) 8,575.62 2,972.37 25,864.78 Not Reported None reported in
Tennessee.

Week 8 (March 9, 2020) 7,874.88 2,711.02 23,185.62 Not Reported 4 Cases

Week 9 (March 16, 2020) 6,879.52 2,304.92 19,173.98 Not Reported 52 Cases

Week 10 (March 23, 7,502.38 2,541.47 21,636.78 Not Reported 615 Cases
2020)

Week 11 (March 30, 7,373.08 2,488.65 21,052.53 Not Reported ​1,843 Cases
2020)

Week 12 (April 6, 2020) 8,153.58 2,789.82 23,719.37 Not Reported 3,820 Cases

Week 13 (April 13, 2020) 8,650.14 2,874.56 24,242.49 Not Reported 5,610 Cases

Week 14 8,634.52 2,836.74 23,775.27 Not Reported 7,238 Cases

(April 20, 2020)

Week 15 (April 27) 8,717.98 2,878.48 24,133. Not Reported 9,918 Cases
 1. [​Required Question to Earn Math Credit] ​The NASDAQ is an index that represents the average value
of the 3,300 stocks that trade on the NASDAQ exchange. Create a scatterplot of the value of the
NASDAQ overtime. ​An example scatterplot of the value of the S&P over time is provided.

Example Scatterplot:

Use the axis below to create your scatterplot for NASDAQ value overtime.
2. [​Required Question to Earn Math Credit]​ Using Data Table 1 calculate a) the ​percent decrease​ and
b) the ​distance​ between the two points that represent the NASDAQ value from Week 5 to Week 9. Use
the following information: Points
NASDAQ Value Week 5: $9576 ← Original Value (​5​,
9576​)
NASDAQ Value Week 9: $6879 (​9​, ​6879​)

3. [​Required Question to Earn Math Credit​] Below is a graph showing the amount of COVID-19 cases in
TN over the last couple weeks. We experienced a large increase in cases between Week 9 and Week
15. Calculate the​ distance​ between the two points and the ​average rate of change​ [the slope]​.
 Physical Science/Chemistry Extra Credit Assignment

To receive credit: Email your answers to tater@scsk12.org

Below is the Maxwell-Boltzmann distribution graph. It should look very familiar. Recent news services
have distributed the image during the COVID-19 pandemic. The expression “flatten the curve” was
usually used with this image.

Answer the following questions in essay format (minimum of 4 paragraphs, 4-5 sentences per paragraph)​:

● Explain how the two lines are related.

● What does this mean about the particles that each line represents?
● What does “flatten the curve” mean?
● What does the curve indicate about the total number of patients under the curve?
● Why would it be important to “flatten?”
● Why is this a good visual representation to use for the current pandemic?
 U.S. History and World History Covid-19 Extra Credit Project:
Submit Answers to Q.Ford (​fordq@scsk12.org​)
Discussion Questions for Reading Passage #1

Standard: W. 35
Describe the effects of World War I, including the significance of: •Armenian Genocide•Loss of human
life•Collapse of major empires •Movement of populations•Economic losses•Spread of disease
•Environmental changes

1. From where do most experts think that the influenza virus of 1918-1919 originated, and how was it
passed to humans?

2. Why are military bases considered “ground zero” epidemic peaks?

3. An epidemic is defined as an outbreak of a contagious disease that spreads rapidly and quickly. What
is the difference between an epidemic and a pandemic, and what should the Spanish influenza of
1918-1919 be classified as?

4. Why did the virus become known as the “Spanish Flu”? Do you think that was an accurate name for the
sickness?

5. The outbreak of the flu in August of 1918 was 10 times more deadly than the first outbreak. Why was
there a change?

6. At what major American port did the fall wave of the influenza pandemic strike first?

7. What was unusual about the Spanish flu’s lethality among young adults?
 U.S. History and World History Covid-19 Extra Credit Project:
Submit Answers to Q.Ford (​fordq@scsk12.org​)

Standards
Post 9/11 f. Explain the underlying reasons for the Great Recession, the resulting economic hardship
endured by many Americans, and the government’s response.
G.C. 5 Describe the purposes and functions of government as outlined in the Preamble of the
Constitution.
G.C. 28 Identify the functions of departments and agencies of the executive, legislative, and judicial
branches in the state of Tennessee

Executive Role Play

Scenario: You are the President of the U.S. or Governor of Tennessee. There are several issues you have to
address regarding the impact of COVID-19. How could you address these issues to ensure the health and
safety of the People?
Issues to solve
1. The number of cases is growing at an exponential rate.
2. The unemployment rate is on the rise.
3. Businesses are closing.
4. You do not know who has COVID-19.
5. How would ensure people get the treatment they need if they contract COVID-19?

Example: A. The number of cases is growing at an exponential rate. B. I would create a task force of the
best infectious disease professionals. C. As President/Governor, I want to understand how the disease
spreads so I can make informed decisions as to how to respond to the crisis.
Complete Response
A. State the issue.
B. Layout your plan of action.
C. Describe the justification for your actions. How will your action help alleviate the problem?
 Biology/ Anatomy & Physiology Extra Credit Assignment
Submit all work to ​suberc@scsk12.org

Standards: BIO1.LS1.3​ Integrate evidence to develop a structural model of a DNA molecule. Using the model,
develop and communicate an explanation for how DNA serves as a template for self- replication and encodes
biological information.
BIO1.ETS2.1​ Obtain, evaluate, and communicate information on how molecular biotechnology may be used in
a variety of fields.

The Coronavirus

What is a Pandemic?

With the current outbreak of the Coronavirus or COVID-19, as it’s been called, talk often turns to the word,
“Pandemic,” from Greek meaning ​pan​ (all) and ​demos​ (people). Whether or not this new disease is considered a
pandemic depends upon the rapidness of its spread. The CDC initially warned that COVID-19 may become a
pandemic and now confirms that it has indeed reached that threshold. In order to become a pandemic, a disease
must reach a high proportion of the population, cross geographical regions, and be passed from person to
person. This is not to be confused with the term, “epidemic” which means a disease that has reached a wider
percentage of the population than usually occurs but may be isolated to a specific region. In other words, an
epidemic disease reaches a lot of people but is not global.

COVID-19 has now spread to 114 countries and crossed six continents, so experts from WHO (World Health
Organization) are now calling it a pandemic. However, the UN (United Nations) claims that we are not there,
yet but are fighting a series of epidemics. Since there is not a formal process for declaring a pandemic to
outbreaks, the classification of Coronavirus may be argued. The UN has been critical of WHO because they
claim that the health organization could cause panic.

As a result of people stressing about COVID-19, the stock market has tumbled and stores have run short or
even sold out of protective items, such as masks, cleansers, and hand sanitizers. One major issue with concerns
over the Coronavirus is our abilities to get goods from China. We have become dependent on them for trade;
however, illness across China could make acquiring these goods difficult, at best. After all, about one-fifth of
the world economy is represented by China.

How Did Coronavirus Start?

 Many pandemics start in the animal population but then make the jump from animal to human, as was the
case with the Coronavirus and an infected bat. Although these diseases initially are not spread between people,
once they do, the virus could become active within a community. If the infection spreads to other countries, it
becomes known as a pandemic. This spread could take months, years, or never advance to the pandemic level.
The World Health Organization (WHO) is constantly monitoring flu symptoms and watching for other illnesses
spreading among populations. Once a disease becomes widespread world wide, it is labeled as a pandemic. As a result, the
world watches, waits, and tries to be prepared.

So what can scientists do to be prepared for a pathosis that has reached pandemic proportions? An important
step is to predict an outbreak before it happens. Scientists have reported more than one-hundred new viruses in
just the past three years, and they keep a database by location and the danger of the disease. Through
monitoring these new viruses, scientists can predict where outbreaks will occur and plan a response. Once a
pandemic spreads, they find ways to produce vaccines that will slow down or stop the infection. Unfortunately,
it takes nine months to produce a new vaccine. This is what makes a pandemic so frightening.

How Can We Protect Ourselves From Coronavirus?

To protect yourself from catching quickly-spreading diseases take good care of yourself by getting plenty of
sleep, eating a healthy diet, and continually washing your hands with soap and water. If a vaccine is available
for a disease, do not hesitate in getting it. Some people still find themselves sick after taking a preventative shot,
however, the illness is usually a milder case than what it could be if a person remains unprotected.

Many individuals will resort to wearing masks when hearing of spreading infections. These masks are best
suited to contain disease from spreading by being worn by those who are continually coughing or sneezing.
Furthermore, people running to grab masks keeps them out of the hands of those who actually need them. It is
more important that health care workers are protected from spreading diseases, so that those exposed do not
bring the illness out into the general population. Finally, some people get a false sense of security by wearing a
mask to avoid becoming ill. In other words, this may or may not keep you from getting sick. It is more
important that you practice good hygiene and habits, such as continual hand washing to better your chances of
staying healthy.

Discussion Questions, Coronavirus & Pandemics

1.) How does a disease get labeled as a pandemic? In other words, what needs to happen in order for this label
to stick?

__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________

2.) How do scientists control the spread of disease?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3.) Why do you think some people still become ill even after taking strong precautions against an illness, such
as receiving a vaccine?

_________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

4.) What can you do to increase your odds of staying healthy?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________
 ELA Extra Credit Assignment
If you have electronic access, please submit your completed ELA assignment to your assigned teacher via 
email: 
English 9- grundya@scsk12.org or perkinsv@scsk12.org
English 10- ebonycares901@gmail.com
English 11- holmant@scsk12.org
English 12- holmant@scsk12.org

Monday, April 27, 2020 

A Teenager Posted About Her COVID-19 Infection on Instagram. A Deputy Threatened To

Arrest Her If She Didn’t Delete It.
Standards: RI1 RI2 RI4 RI6 W2

By REASON.COM Friday, April 17, 2020

A Teenager Posted About Her COVID-19 Infection on Instagram. A Deputy Threatened To Arrest Her If
She Didn't Delete It.

Now the family is suing.

SCOTT SHACKFORD

A family in Oxford, Wisconsin, is suing the local sheriff's department after a patrol sergeant threatened to arrest
a teenage girl for disorderly conduct for posting on Instagram about being infected with COVID-19.

Amyiah Cohoon, 16, is a student at Westfield Area High School in Westfield, Wisconsin. According to this
lawsuit, she and schoolmates went to Disney World and Universal Studios in Florida for a spring break trip in
early March, right as the coronavirus was beginning to spread and businesses began to shut down. She and her
classmates canceled the trip early and returned home.

Once home, Cohoon began developing symptoms associated with COVID-19. She sought medical assistance,
but at the time they were unable to test her to see if she was infected. She was diagnosed with an upper
respiratory infection with "symptoms consistent with COVID-19," according to the lawsuit.

Cohoon went home and posted on Instagram letting people know that she had COVID-19 and was in
self-quarantine. Her condition worsened and she was brought to the hospital for treatment. She posted again
about the experience on Instagram. Finally, they were able to test her, but the test came back negative.
According to the lawsuit, doctors told her it was likely she missed the window for testing positive, but she
probably did have COVID-19, despite the test results. (False negative results have been an ongoing issue in
accurately diagnosing infections.)

After she returned home from this visit, she posted again on Instagram and included a picture of herself at the
hospital wearing an oxygen mask.

The very next day, Patrol Sergeant Cameron Klump from Marquette County Sheriff's Department showed up on
the family's doorstep. He was there under orders from Sheriff Joseph Konrath to demand that Amyiah and her
father, Richard Cohoon, remove Amyiah's Instagram posts. If they refused, Klump said the family faced
charges for disorderly conduct and Klump told them he would "start taking people to jail," according to the suit.

Konrath's justification was that there had been no confirmed cases of COVID-19 in the county. He found out
about the Instagram post from Amyiah's high school. The Cohoon family had contacted the school to let them
know about Amyiah's infection, but nobody ever contacted them back to get more information. It appears that
instead the school contacted the police. Under the threat of arrest, Cohoon complied and deleted the allegedly
illegal Instagram post.

That evening the family would discover that a school administrator sent out an alert to families accusing
Cohoon of making it up and assuring families that any information of infection was just a rumor. "Let me assure
you there is NO truth to this," the message read. "This was a foolish means to get attention and the source of the
rumor has been addressed. This rumor had caught the attention of our Public Health Department and she was
involved in putting a stop to this nonsense."

The family then connected with the Wisconsin Institute for Law and Liberty, and the Institute sent a letter to
Konrath warning him that he had violated Cohoon's First Amendment rights and demanded both an apology and
the promise that there would be no further threats of criminal charges against the family for Amyiah's post.

Konrath refused, and now the Wisconsin Institute of Law and Liberty is suing Konrath and Klump in the U.S.
District Court for the Eastern District of Wisconsin for violating Cohoon's First and 14th Amendment rights.
Her Instagram posts are protected speech, the Institute argues, and there was nothing about her posts that
violated the county's disorderly conduct law, and even if they did, the Wisconsin Supreme Court has held that
disorderly conduct statutes in the state cannot be applied to speech protected by the First Amendment.

The Wisconsin Institute for Law and Liberty is asking the court to rule that Cohoon's posts were protected
speech and order that the sheriff's department may not threaten or cite Cohoon or her family for these posts, plus
paying "nominal damages."

The sheriff's department is not backing down or even acknowledging an overreaction. According to the
Milwaukee Journal Sentinel, their position remains that the one negative test means that she did not have
COVID-19, which simply isn't how it works. The Sentinel reports:

Sam Hall, an attorney for the sheriff, said the teenager "caused distress and panic" among other parents by
claiming she had contracted the coronavirus despite getting a negative test result.
"This case is nothing more than a 2020 version of screaming fire in a crowded theater," he said, referring to
speech that is not protected by the First Amendment.

That the sheriff's lawyer is misusing the much-maligned "fire in a crowded theater" argument from Schenck v.
United States is a huge tell that these guys don't have a leg to stand on. It's a bad argument, a bad precedent (it
was about censoring anti-war activism), and the Supreme Court has subsequently weakened that decision and
broadened our free speech protections.

And even if that ruling remained relevant, Amyiah Cohoon was not engaging in the equivalent of "shouting fire
in a crowded theater." Because of the significant number of false negative test results, it's appropriate for health
staff to treat her as though she likely has COVID-19 based on her symptoms. It's also appropriate for the
Cohoon family to attempt to warn families of the students who went with her to Florida that they might have
been exposed, too.

It's the school officials and the police who behaved irresponsibly, not Amyiah or her family.

Directions: Read and answer each question below. Use A.C.E. to answer the questions.
Answer. Cite. Explain

1. Define: disorderly conduct, self-quarantine, false negative results, Schenck v. U.S.

2. Do you think the teenagers post “caused distress and panic.” Explain why or why not.
3. Does the 1st Amendment cover speech that may be distressing to others? Justify your position.
4. Do you think the teen did a public service by telling people that she had COVID 19 and was in
self-quarantine? If so, in what way was a public service performed? If not, why not?
5. If a deputy sheriff came to your front door and told you to remove a social media post, what would you
say?
6. While this article is a summary of events and therefore could conceivably be leaving out some facts,
does it appear that the deputy had a warrant? Should the deputy have gotten a warrant? Why or why not?
What is required to get a warrant for an arrest?
7. Should an arrest for speech that is “disorderly conduct” have to have created disorder first, or can the
government preemptively arrest people before the disorder is created? If preemptive arrest is possible,
how do you stop the government from redefining disorder, and being able to arrest people for unpopular
speech?
8. If the letter from the school administrator is accurate, does it appear that the school contacted the
student? Why or why not? If they did not, should they have to publicly apologize to the student?
9. Should a public apology from the deputy be enough or should there be punitive monetary damages
awarded? Justify your position.
10. It is often said that free speech can be limited if it affects public safety. Such arguments nearly always
cite Justice Holmes from Schenck v. U.S. (1919) , that “you can’t shout fire in a crowded theater.”
Justice Hugo Black would later say: I went to a theater last night with you. I have an idea if you and I
had gotten up and marched around that theater, whether we said anything or not, we would have been
arrested. Nobody has ever said that the First Amendment gives people a right to go anywhere in the
world they want to go or say anything in the world they want to say. Buying the theater tickets did not
buy the opportunity to make a speech there. We have a system of property in this country which is also
protected by the Constitution. We have a system of property, which means that a man does not have a
right to do anything he wants anywhere he wants to do it. For instance, I would feel a little badly if
somebody were to try to come into my house and tell me that he had a constitutional right to come in
there because he wanted to make a speech against the Supreme Court. I realize the freedom of people to
make a speech against the Supreme Court, but I do not want him to make it in my house. That is a
wonderful aphorism about shouting "fire" in a crowded theater. But you do not have to shout "fire" to
get arrested. If a person creates a disorder in a theater, they would get him there not because of what he
hollered but because he hollered. They would get him not because of any views he had but because they
thought he did not have any views that they wanted to hear there. That is the way I would answer not
because of what he shouted but because he shouted.” Do you agree or disagree with Justice Black? Do
you think this is a better or worse explanation than Holmes’ “shouting ‘fire’ creates a public danger”?
Giving what you understand about the Coronavirus, do you agree with the Cohoon family’s lawsuit, or
do you agree with Konrath's reaction stating that the young lady was causing a disturbance by posting a
false statement on Instagram? Explain your rationale in an argumentative essay. Choose your claim and
support it with evidence from the text.
Essay Template for two authors

Directions: Fill in the blanks with your own information. Your actual essay should be in paragraph
format.

Paragraph1:

1. Insert “Hook” which should be the question from the prompt.

2. In the text, ​insert title ​by​ insert author​ and ​insert title​ by ​insert author​, many debate whether or not ​insert
topic from prompt​.
3. Insert powerful word from prompt​ is defined as ​insert definition​.
4. Many believe ​insert YOUR beliefs about the topic or answer the question from sentence 1​.
5. There are a myriad of reasons why insert your belief about topic/, but the two most important are:
I​nsert Point/Reason 1; Insert Point/Reason 2​.
6. First and foremost, ​restate point 1 in a different way​.

Paragraph 2:

1. Restate your first point/reason in a different way​.

2. According to​ insert authors last name text​, “​insert evidence​.”
3. This evidence shows ​explain the evidence​.
4. Next, I​nsert author’s last name​ explains, “​insert 2nd piece of evidence​.”
5. This evidence shows ​Explain the evidence​.
6. Write a sentence that concludes/summarizes the paragraph​.

Paragraph 3:

1. Restate your second point/reason​.

2. According to ​insert 2nd author’s name​, “​Cite evidence that supports your 2nd point​”.
3. This evidence demonstrates ​Explain the evidence​.
4. Also stated in the text,“​Cite evidence​”.
5. This shows ​Explain quote​.
6. Write a sentence that concludes/summarizes the paragraph​.

Paragraph 4:

1. In conclusion, some may disagree with the claim that ​insert your claim/opinion about topic​.
2. In actuality, ​insert your claim/opinion about topic​ because ​rephrase your reasons​.
Essay Template for two authors

(Prompt: The setting and descriptive details of “The Masque of the Red Death” contain many symbols. Choose
at least three symbols from the story, and in an essay, describe what each symbol stands for. In your
discussion explain how the symbols give meaning to the story)

Student Essay Exemplar:

What do the symbols in the story symbolize, and how do they contribute to the meaning? In the text,
“Masque Of The Red Death” by Edgar Allen Poe, many debate whether or not the symbols relate to the theme
of the story. Red death is defined as a disease of bleeding from the pores. Many believe that these symbols
help identify the meaning of the passage. There are a myriad of symbols that help understand, but three
important are: the clocks; intruder; rich vs poor. First and foremost, the symbols help identify the meaning.
The clocks represents time is running out. According to Poe’s text, “while the chimes of the clocks yet
rang it was observed that the giddiest grew pale, and the more raged and sedate passes their hands over their
brows as if in confused reverie or mediation.” This evidence shows that as the clocks chimes they react in a
certain manner, as if they confused. Next, Poe explains , “The clocks should produce theme in no similar
emotion, and then after the lapse of sixty minutes there came yet another chiming of the clock.” This
demonstrates that time is running out slowly and they didn’t know. The clocks symbolize time.
Two other symbols is rich vs poor and intruder. According to Poe, ” That the prince entertained his
thousand of friends at a masked ball of the most unusual magnificence…” This explains that they have money
to be having a masked ball. Also Poe explains, “at first as be spoke there was a slight rushing movement of his
group in the direction of the intruder.” This evidence shows that the intruder could be the deadly disease. The
symbols of rich vs poor and intruder could represent money, wealth, and the red death.
In conclusion, some may disagree with the claim that those symbols could represent things to
contribute to the meaning or understanding of the theme of the passage. In actuality, these three symbols help
get the gist of the passage because the symbol rich vs poor represent money or status, the symbol intruder
represents red death, and the clocks represent time. These symbols help the reader see what the author
means, but first they have to figure out what the symbols mean. The symbols give meaning to the story by
standing for something related to the story.