Whose job is it anyway?



external image images?q=tbn:ANd9GcQFZZeJqwooNolp1F7mmEJsM6WV7kUgB3mb9TrtjIjB1COpC7Bc
Flooding in New Orleans devastated this neighborhood

external image Hurricane-Katrina-Aftermath-1.jpg
Waiting for help on a rooftop.



Introduction

When a natural disaster strikes, people generally look to "the government" for help. But what government? There are many government agencies that help citizens when disaster strikes e.g. local, state and federal. Thanks to modern communication, the world knows about the trouble long before help arrives. There are many private entities that help citizens when disaster strikes e.g. churches, corporations, neighbors. This Webquest requires students to think critically about responses to a natural disaster - who should be doing what and when should it be done?

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The Task

The Governor of Louisiana would like a plan in case another Hurricane hits the state. Using Hurricane Katrina as the exemplar, students will work as teams to research a variety of agencies and entities; each team will research four different impact areas: human population, ecosystems, infrastructure and communication. Students will prepare a presentation for the governor outlining a plan for each area and deciding which agency/entity best meets the needs in that impact area.

You will need to identify pre and post disaster issues that should be addressed.
You will need to construct the supporting arguments for your position.
You will need to provide a list of the sources you are using for your argument.


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The Process

  1. As a class you will be organized into groups of 4
  2. Each group will prepare an outline of tasks and duties to cover the 4 impact areas.
  3. Each group will share their findings in a 5-7 minute presentation with reference list.
  4. Each student will write a one page (double-spaced, Times New Roman, 12) paper explaining their personal views on rebuilding a city after a disaster.
  5. Each student will complete a self-evaluation
  6. The links on this page will help you work together and prepare your project. http://webquest.sdsu.edu/processguides/. All these guides have useful information and your research may lead you use the guides on primary sources and photographs. The guides on brainstorming and creating consensus provide hints on group work. Make sure to read the guides on time management, evaluating webpages and persuasive arguments

The Resources


http://www.ready.gov/kids

http://www.fema.gov/hazard/hurricane/index.shtm

http://www.katrina.noaa.gov/

http://www.usatoday.com/weather/tg/whurlife/whurlife.htm

http://www.peterleeson.com/hurricane_katrina.pdf

http://ngs.woc.noaa.gov/katrina/

http://www.whitehouse.gov/briefing-room/

http://www.redcross.org/

http://www.democracynow.org

http://www.army.mil/katrina/imagery.html

http://happy_as_kings.typepad.com/happy_as_kings/2005/09/hurricane_katri_2.html

http://www.youtube.com/


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Evaluation

Note that the group must score their own performance on collaboration and submit at the end of the presentation.
Collaboration
check plus
check
check minus
0
Score
Attitude
Never is publicly critical of the project or the work of others. Always has a positive attitude about the tasks.
Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the tasks.
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Working With Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Monitoring
Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
Usually monitors the effectiveness of the group and works to make the group more effective.
Occasionally monitors the effectiveness of the group and works to make the group more effective.
Rarely monitors the effectiveness of the group and does not work to make it more effective.

Appropriate Language
Almost always uses appropriate language to communicate with peers.
Usually uses appropriate language to communicate with peers.
Occasionally uses appropriate language to communicate with peers.
Rarely uses appropriate language to communicate with peers.








*Created using information from rubistar.4teachers.org



The paper will be graded using this rubric (48 points)
CATEGORY
12 POINTS
9 POINTS
6 POINTS
3 POINTS
Score
Format/Grammar
The essay has a title. The essay is five paragraphs in length. Each paragraph has at least four sentences. The essay uses proper grammar and punctuation.
The essay is five paragraphs in length but one of the other criteria is missing. There is one grammar or punctuation error
The essay is five paragraphs in length and two of the other criteria are missing. There are 2-3 mistakes in grammar or punctuation.
The essay is less than five paragraphs in length and/or two of the other criteria are missing. There are more than 3 mistakes in grammar or punctuation.

First Paragraph
The first paragraph consists of the following in order: a hook, thesis, supporting pieces of evidence.
One of the criteria is missing.
Two of the criteria are missing or they are out of order.
More than two of the criteria are missing.

Body
The body of the paper clearly proves the thesis. The body of the paper includes the evidence in order.
The body of the paper proves the thesis. The body of the paper includes 3 pieces of evidence in order.
The body of the paper does not entirely prove the thesis. The body of the paper includes 3 pieces of evidence OUT OF ORDER.
The body of the paper does not prove the thesis...it rambles about other things and gets off track. In doing this, the 3 pieces of evidence become out of order or completely lost.

Conclusion
The conclusion clearly restates the thesis and 3 pieces of evidence. The conclusion "wraps up" or brings closure to the argument.
The conclusion restates the thesis and 3 pieces of evidence. The conclusion somewhat "wraps up" or brings closure to the argument.
The conclusion does not clearly restate the thesis and 3 pieces of evidence. The conclusion does not "wrap up" or bring closure to the argument.
The conclusion does not restate the thesis and/or 3 pieces of evidence. There is no "wrap up" or closure to the argument.





TOTAL

*Created using information from rubistar.4teachers.org


The presentation will be graded using this rubric (48 points)






Presentation
12 points
9 points
6 Points
3 points
Score
Preparedness
Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.

Voice
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
Often mumbles or can not be understood OR mispronounces more than one word.

Posture & Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.

Listens To Others
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.


*Created using information from rubistar.4teachers.org


TOTAL



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Conclusion

You should have a better understanding of the effects wrought by a hurricane and the complex issues leaders makers must analyze when deciding a course of action. The next time you see a news report about a major event, you will have a better idea of what is going on behind the scenes. You might even have some ideas of your own.

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Credits and References

photographs:
http://en.wikipedia.org/wiki/File:Hurricane_Katrina_Flooding.jpg
http://thecoolmag.com/2010/08/hurricane-katrina-new-orleans-5-years-later/



Information for teachers



For Teachers:



The web quest is designed to give students a better understanding of the complex issues leaders must analyze when deciding on a course of action pre and post disaster. First they will split into groups of 4 to cover the four impact areas. They will be given 2 weeks to research and form persuasive arguments for a course of action. If your students need more structure for working as a group, I suggest reviewing the following website http://www.studygs.net/groupprojects.htm. The site provides detailed steps which can be edited to suit your class. Students will have one class period in the library for research and notes. Two additional work sessions will occur during class for individual writing and for collaborative work on their presentation. Following the project each student will complete an evaluation of the group.

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Based on a template from The WebQuest Page