Digital Unit Plan Template Unit Title: United States History and Geography: Continuity and Change Name:

Anita Jess

in the Twentieth Century Exploring the Effects of Hurricane Katrina

Content Area: Social Studies
CA Content Standard(s)/Common Core Standard(s):

Grade Level: 11

Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of t he nations beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection. --Specific Big Idea/Unit Plan related to: 11.8 Students analyze the economic boom and social transformation of postWorld War II America.
6. Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions. 7. Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology. 8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

Big Ideas: We will explore what happened in the Gulf Coast (especially Louisiana) with Hurricane Katrina in 2005. What were the conditions before the Hurricane hit, what precautions were taken before it struck, what warnings were given with the 21st century technology in place at the time, and what were the local and national government responses before and after it struck. Were the responses of each form of government effective? Why or why not? What could have happened better? We will also take the time to compare this tragedy, and the aid responses, to another international or national tragedy, and see how the responses compare. We will study lightly and include the geography, culture, and economics, also, for each area researched and how they were affected by the tragedy. We will cite resources. Unit Goals and Objectives: The student will learn of this 21st century tragedy, and what happened or did not happen to make this event possibly worse than what it had to be. The student will ponder the question with all the resources available, was the response to the tragedy in keeping with what one would expect from 21st century America? The student will also evaluate and respond to the following questions: Was the local area/government as prepared as they could have been? Was the national governments response timely and effective? How did media play a part in the tragedy? How did the world-wide use of public media change the way that national and international crises are viewed and possibly handled? The student will also evaluate and respond to the question (based on their research) Could this tragedy have been handled differently (better), if so, how? Students will explore the answers to these and other questions utilizing a variety of web-based and text based resources. Specific goals: a. Students will complete a challenging Webercise Activity, based on the details of a hurricane makeup, what makes it a unique force of nature, and what were the critical details before and after making its landfall on the Gulf Coast (Hurricane Katrina specifically). Students will complete this assignment, utilizing at least 3 cited websites. This is an individual project, and an overview of the tragedy. Students will show their knowledge by an accurate completion of the Webercise. b. Students will watch a Teacher slide presentation, learning more details about this tragedy and the governments part in it, and will complete the accompanying guided notes , to help them in their study of this event. With this knowledge (shown by the completion of the Guided Notes), they will build up their information for later comparison to another national or international tragedy. c. Students will complete a Word puzzle with their gained knowledge, also further cementing their knowledge of this tragedy. Students will show their knowledge by the successful puzzle completion. d. Students will work to compile information, both individually and in groups, to complete a slide presentation on another national or international tragedy of their choosing, giving the basic information of the event, and overview of geography, culture, and economics of that area, and also comparing evacuation and rescue responses to those of Katrina. Students will individually blog an insight, etc. on their individual blog site, during this examination. They will also post as a group 2 pictures, videos, etc. to Wallwisher, to share their project choice with the Class. Students will be given suggestions for accredited site and text book choices, via handout, and also be encourage to see the resources listed on the website(s). Students will demonstrate their knowledge of the researched topic, and their creativity with the project, by their groups completed slideshow presentation. e. Students will individually compile a paper evaluating Katrina, based upon their new knowledge of another tragedy and how it was handled, and give their response and insights and overview as to how they think the two events compare as far as prior-preparedness and emergency response, as well as recovery afterwards, and also their thoughts on how and if Katrina could have been handled more effectively. Students will demonstrate their insights and their understanding of the assignment subject matter, by their thoughtful and well prepared essay response. Good grammar and spelling will be encouraged, with extra points given for such.

Unit Summary:

Tragedies happen and natural disasters will occur. As men cannot control the natural disasters (much as man wished that he could!), mankind must learn to be as prepared as possible in the event of an emergency. Are we as ready as we should be? Have we heeded all the warnings of the experts and at least researched their findings? It is one thing to prepare to your ability, and still be short-sighted. It is another to ignore warnings and be lack in your responsibilities. During this unit, we will explore the after-effects of one of the U.S.'s largest catastrophic events, Hurricane Katrina, which "came ashore" and wreaked devastation to the south-eastern section of America, during the hurricane season of 2005. We will explore not only the social and ecological effects that it had to that region, but also how it affected the economic picture, for that area, and for the U.S. economy as a whole. We will also explore any possible "short-sightedness" in the preparations for an event such as this one.
Assessment Plan: Entry-Level: Discussion: Who has heard about Hurricane Katrina? What do they know about it? Formative: Webercise; Guided Notes; Puzzle; Wallwisher group posting; Individual Student Blog. Summative: Group Project Final Individual Essay

Lesson 1 Student Learning Objective: Research the specific topic by participating in the Teacher Presentation, and completing the accompanying Guided Notes. Ponder Questions posed for provoking responses. Investigate and research the topic using the other Unit Resources noted. Lesson 2 Student Learning Objective: Students will utilize 3 chosen sources of information (websites) to complete a Webercise activity. Students will not Acceptable Evidence: Completed Guided Notes Class Discussion Instructional Strategies: X Communication X Collection X Collaboration X Presentation X Organization X Interaction
Lesson Activities: Presentation of the Lesson, Group Discussion on same, and also review of what constitutes a good source of information for their upcoming group project and individual essay paper. Sighting of sources explained (handout for both). Examples of good sources of information books, articles, video, etc.

Acceptable Evidence: Accurate Completion of Webercise.

Instructional Strategies: Communication X Collection Collaboration X Presentation X Organization

Lesson Activities: Each student will be given the Webercise handout to complete, utilizing the websites noted. Students needing assistance will be given hands-on instruction. Students can begin the exercise in Class, and then complete as a homework assignment. Students will work individually on this project.

only become more familiar with finding information needed on web pages, but also learn more details of this particular tragedy. Lesson 3 Student Learning Objective: Students will take their gained knowledge of the occurrences of Hurricane Katrina, and compile a timeline graph, utilizing Word, of the major events. Extra credit is available for reading an accompanying true story of one of the survivors of the tragedy, and including it in the timeline. Acceptable Evidence: Completed and accurate timeline.

X Interaction

Instructional Strategies: Communication X Collection Collaboration X Presentation X Organization X Interaction

Lesson Activities: Student will begin their timelines in class, utilizing Word. They can also work on their puzzle. If not finished, they can finish as a homework assignment. Overview of next weeks group project, a review of good sources of information, and also a review of the basic questions that will need to be answered in the project. (Also include an overview of the final paper, which will be due later.)

Unit Resources:
http://en.wikipedia.org/wiki/Hurricane_Katrina Breach of Faith: Hurricane Katrina and the Near Death of a Great American City by Jed Horne Last Bus Out by Beck McDowell Hurricane Song: A Novel of New Orleans by Paul Volponi 1Dead In Attic: After Katrina by Chris Rose Rising From Katrina: How My Mississippi Hometown Lost It All and Found What Mattered by Kathleen Koch Also: see Resources listed on the Digital Unit Plan, and the Teacher Website.

Useful Websites:
Analyzing information: http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/analyzing-visual-images-stere https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/document-analysis-templates