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LESSON PLAN:
THE GULF COAST REGION: GEOGRAPHY, DEMOGRAPHICS AND THE EFFECTS OF HURRICANE
KATRINA
By
Lisa Prososki
Subjects:
secondary geography, social studies, current events, science, and history
classes
Time:
Two 50-minute class periods plus additional time for extension activities.
Lesson
Objectives:
Students
will:
1. Use prior knowledge to brainstorm the definition of sea level, levee,
and storm surge.
2. Use their knowledge of current events and teacher provided articles/resources
to participate in
a class discussion about the facts surrounding Hurricane Katrina.
3. Utilize research skills to gather the answers to scavenger hunt questions
related to the Gulf
Coast Region from a number of primary sources.
4. Use what they have learned from researching to participate in a class
discussion related to the
history, topography, economics, and demographics of the Gulf Coast Region/New
Orleans.
5. Create a graphic organizer that illustrates the negative impact of
Hurricane Katrina on the
Gulf Coast Region/U.S.
6. Write 2-3 opinion paragraphs about the long term effects of Hurricane
Katrina based upon
reasons, facts, and examples learned in class discussion and individual
research conducted
by students.
Background:
On August 29, 2005, Hurricane Katrina, a category 4 storm, slammed
into the Gulf Coast region of the U.S., flooding the city of New Orleans
and heavily damaging the entire Gulf Coast region, including the cities
of Biloxi and Gulfport, Mississippi and Mobile, Alabama. The storm will
be the costliest in U.S. history, and has been labeled the greatest natural
disaster in U.S. history. Vulnerable because it is below sea level, New
Orleans residents and government officials have long known that the threat
of flooding in a great storm existed, they were ill-equipped to cope with
the devastation caused when Hurricane Katrina caused breaches in the levee
system designed to keep the city safe during such storms.
Correlation
to National Standards
Materials
Needed:
To make
these lesson plans better 
Procedures
Part
1: The Geography and Demographics of the Gulf Coast Region
1. To create student interest in the geography of the Gulf Coast region,
more specifically, the
city of New Orleans, begin by showing students the "bowl effect"
caused by the breach of
levees in the city. To do this, follow the steps below.
- Define
the following terms by discussing/brainstorming with students for 2-3
minutes.
- sea
level: the level of the ocean's surface
- levee:
an embankment raised to prevent a body of water from overflowing
into a specified area
- storm
surge: onshore rush of water caused by a storm
- Distribute
copies of the New
Orleans Levee System Diagram. Discuss how levees are used to protect
the city since it is below sea level. Point out Lake Pontchartrain and
the Mississippi River and their proximity to the city.
- Fill
a clear plastic bowl or cup 1½" from the top with dirt
or sand and label it New Orleans.
- Place
this cup/bowl into a clear plastic/glass container that is larger
than the bowl.
- Fill
the clear plastic/glass container with water until it is level with
the top edge of the sand-filled container. Label/designate this
water Lake Pontchartrain and the Mississippi River.
- Explain
to students that because the city is below sea level, levees are
used to keep water out of the city.
- Next,
explain that the winds from Hurricane Katrina and the ensuing storm
surge caused breeches/breaks in the levee system.
- Simulate
these breeches/breaks by cutting a small section out of the edge
of the sand-filled cup. Make sure the cut stays above the sand,
so sand stays in cup.
- Direct
students to observe how the water flows into the cup (New Orleans)
until the level is even with that of the lake/river.
- If
time permits, discuss the effects of a large storm surge (20-25
feet) on a coastal city such as Gulfport, Biloxi, or Mobile. Again,
use the cup and simulate the storm surge wave by shaking the container
to produce the wave or by showing students to the Storm Surge animation
available at http://www.weatherwizkids.com/hurricane1.htm
2. Using
news articles such as "Hurricane
Katrina Carves Path of Death and Destruction" available at http://www.pbs.org/newshour/updates/katrina_08-30-05.html
or CNN's "Katrina
Timeline" available at http://www.cnn.com/ (see Special
Report: Katrina Timeline,) discuss the facts surrounding Hurricane
Katrina including when and where it hit, the major communities and areas
affected, the approximate number of people affected, the effects of the
storm on various industries, and the type of destruction caused by the
storm.
3. Introduce
the Gulf Coast Region Scavenger Hunt handout (printer-friendly
PDF)to students. Explain to them that they will have until the next
class period to find answers to the scavenger hunt questions. Encourage
students to use primary sources such as Internet news/information sites,
maps and atlases, and historical reference books to answer questions about
the region. A list of suggested sites is available on the handout. Remind
students that those with the most correct answers will receive a small
prize during the next class period.
Part 2:
The Effects of Hurricane Katrina
1. Begin the class period by facilitating a large group discussion about
what students learned
from completing the scavenger hunt. Topics to discuss could include:
- Ask why
cities would be constructed in areas so prone to flooding and storm
damage.
- What
large bodies of water are in the Gulf Coast Region, particularly
New Orleans?
- What
are the elevations of New Orleans, Gulfport, Biloxi, and Mobile?
- What
systems are in place to protect these cities from water damage?
- Discuss
which industries thrive in the Gulf Coast Region and why they are important.
- Discuss
the historical significance of New Orleans including:
- who
discovered the city
- why
people settled in the area
- the
strategic importance of this city during times of war
- Discuss
the economic significance of the Gulf Coast Region including:
- the
role that New Orleans and other Gulf Coast cities have played in
the economic development of their states and our country
- the
types of resources available in/around the Gulf Coast area
- the
Gulf Coast industries U.S. consumers are dependent upon
- the
economic effects of Hurricane Katrina on these industries
- Discuss
the population of the city of New Orleans and/or the Gulf Coast Region
including:
- number
of inhabitants
- how
people in this city make money/which industries or money making
ventures thrive here
- the
demographics of the people in the area including age, race, socioeconomic
status, education levels, etc.
2. Review
the correct answers to the Gulf Coast Region Scavenger Hunt handout using
the key provided. The student(s) with the most correct answers should
receive a small prize for their efforts on the activity.
3. Using
what they have learned from their research and class discussion, have
students create a Cause and Effect graphic organizer (such as those available
at http://www.educationoasis.com/curriculum/GO/cause_effect.htm)
or a Chain of Events graphic organizer (like those available at http://www.educationoasis.com/curriculum/GO/sequence.htm)
to illustrate the destruction caused to the Gulf Coast Region and/or New
Orleans. In addition, have students write a 2-3 paragraph summary of what
they believe will be the long term effects of the hurricane on the
people, industries, and cities destroyed by Hurricane Katrina. Students
should use as many facts, reasons, and examples as they can to support
their summary ideas.
Extension
Activity
1.
Examine the science of hurricanes more closely by having students research
the necessary components for these storms to form and the classification
system for ranking the power of these storms. Students could then create
a science experiment illustrating how the storms are formed, how their
movements are tracked and predicted, and what effects they can have when
they make landfall.
2. Have students
learn more about emergency preparedness for the types of natural disasters
that could strike in the region where you live. Have students work to
create an emergency preparedness kit and family emergency plan for dealing
with a natural disaster.
3. Using
data available from primary sources, have students utilize math and research
skills to calculate the cost of Hurricane Katrina. Students should consider
the cost of rebuilding cities and industries, the jobs lost/gained from
the storm, the movement of people from the region, and any other factors
decided on as a group. Each student/group should present his/their estimated
cost for the storm and substantiate the number by creating a graph showing
the estimated costs in each category brainstormed.
Correlation
to National Standards
McRel Compendium
of K-12 Standards Addressed:
Geography
Standard 1: Understands the characteristics and uses of maps, globes,
and other geographic tools
and technologies
Standard 4: Understands the physical and human characteristics of place
Standard 5: Understands the concept of regions
Standard 7: Knows the physical processes that shape patterns on Earth's
surface
Standard 8: Understands the characteristics of ecosystems on Earth's surface
Standard 11: Understands the patterns and networks of economic interdependence
on Earth's
surface
Standard 12: Understands the patterns of human settlement and their causes
Standard 14: Understands how human actions modify the physical environment
Standard 15: Understands how physical systems affect human systems
Standard 18: Understands global development and environmental issues
History
Standard 2: Understands the historical perspective
Language
Arts
Writing
Standard 4: Gathers and uses information for research purposes
Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret
a variety of
informational texts
Listening
and Speaking
Standard 8: Uses listening and speaking strategies for different purposes
Working
with Others
Standard 4: Displays effective interpersonal communication skills
Geography
Standard 1: Understands the characteristics and uses of maps, globes, and
other geographic tools
and technologies
Standard 4: Understands the physical and human characteristics of place
Standard 5: Understands the concept of regions
Standard 7: Knows the physical processes that shape patterns on Earth's
surface
Standard 8: Understands the characteristics of ecosystems on Earth's surface
Standard 11: Understands the patterns and networks of economic interdependence
on Earth's
surface
Standard 12: Understands the patterns of human settlement and their causes
Standard 14: Understands how human actions modify the physical environment
Standard 15: Understands how physical systems affect human systems
Standard 18: Understands global development and environmental issues
History
Standard 2: Understands the historical perspective
Language
Arts
Writing
Standard 4: Gathers and uses information for research purposes
Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret
a variety of
informational texts
Listening
and Speaking
Standard 8: Uses listening and speaking strategies for different purposes
Working
with Others
Standard 4: Displays effective interpersonal communication skills
About
the Author: Lisa Prososki is an independent educational consultant
who taught middle school and high school social studies, English, reading,
and technology courses for twelve years. Prososki has worked with PBS
TeacherSource and has authored and edited many lesson plans and materials
for various PBS programs over the past nine years. In addition to conducting
workshops for teachers at various state and national meetings, Prososki
works as an editor, creates a wide range of educational and training materials
for corporate clients, and has authored one book.
To find
out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org.
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