Lesson 2: Homes Lost - The Tragedy of Hurricane Katrina

Critical Learning	Guiding Questions
In this lesson, students build on their understanding of the importance of home by researching and studying circumstances that could destroy homes and communities, or make homes inaccessible. Students are exposed to facts around the event of Hurricane Katrina, and use these details in the simulation of a community meeting. Students write in role as the voice of character or a valued object and present a mini-monologue in role. Students finalize this experience of home loss and its emotional connections by traveling through a corridor of voices.	Why might people lose their homes? What events in history have contributed to home loss? What natural disasters have contributed to home loss? How does one go about preparing to leave home? What do we leave behind when we leave home? What is the emotional impact of having to leave home unexpectedly?
Curriculum Expectations	Learning Goals
A1.1 use a variety of print and non-print global sources to generate and focus ideas for drama activities and presentations A1.2 select and use appropriate forms to present identified issues from a variety of perspectives. A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works A2.1 use the elements of drama to suit an identified purpose and form in drama presentations A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations A3.2 use a variety of expressive voice and movement techniques to support the depiction of character B1.2 interpret short drama works and identify and explain their personal response to the works B2.2 explain how dramatic exploration helps develop awareness of different roles and identities people have in society C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama C3.3 demonstrate an understanding of theatre and audience etiquette in the classroom	At the end of this lesson, students will be able to: explain the circumstances behind the tragedy of the 2005 Hurricane Katrina disaster and its effect on New Orleans speak and respond to questions in role write in role as a character or personified object present individually in role
Instructional Components
Readiness This lesson builds on the discussion and collages created about homes in the previous lesson. Students will improvise with the teacher in role, speak and answer in role and write in role as their chosen characters. Students should have some familiarity with large group role playing and should review the elements that contribute to productive improvisations, such as commitment to character, making offers, and advancing the scene by contributing to the discussion. This unit explores issues that resonate personally with students, and so caution and sensitivity on the part of the teacher is of great importance. Depending on the individual backgrounds of students, teachers may wish to reorder or re-emphasize certain lessons in order for students to feel comfortable and safe when discussing issues of home in their personal lives. Issues of trust, safety and sensitivity should be addressed prior to this unit of study and throughout the duration of the unit (e.g. giving students the right to pass, mutual respect, etc.) Terminology Jigsaw Teacher in Role Simulation Personification Objects of Character Writing in Role 24 Hour Clock Thought Tracking Mime Monologue Corridor of Voices For a more in-depth explanation of these dramatic forms, see Structuring Drama Work by Jonothan Neelands and Tony Goode.	Materials Research information on Hurricane Katrina and the destruction of homes in New Orleans. Three essential objects one would take when leaving home (a photo album, canteen, jewelry, etc.) Audiovisual equipment such as a TV/DVD player, overhead projector etc. as required BLM BLM#4 Hurricane Katrina Fact Sheet BLM#5 Mini Monologue Writing Guide BLM#6 Mini Monologue Rubric

Approximately 55 minutes Minds On	Pause and Ponder
Whole Class > Objects of Character Students form a circle around three essential objects one might take with them when fleeing home in a crisis (e.g. photo album, a piece of jewelry, shoes, a canteen, etc). Ask students to look carefully at the objects without touching them. Questions for Students to Consider: What are the objects? To whom might they belong? What do they tell us about the person they belong to? Would these be something someone would need if they had to flee their home? Ask students to go around the circle and state one item they would take from their own homes in the event that they had to leave unexpectedly. Students may wish to explain their reasons for choosing this object, or may simply state what it is. This could also be structured as a journal writing activity. Whole Class > Background on Hurricane Katrina Introduce students to the background of the 2005 disaster of New Orleans Hurricane Katrina. This can be done through BLM#4 Hurricane Katrina Fact Sheet or through video clips, 2D maps, satellite photo maps or other available information. Ensure that students are aware that the hurricane came quickly, and there was little time for residents to leave their homes. Many residents did not have the means to leave or believe that the threat was truly severe. Extension Activity: Form students into "expert groups" who are responsible for learning about one aspect of Hurricane Katrina (e.g. how levees worked, the implications around the fact that the city was below sea level, the geographical area of New Orleans and which areas were hardest hit, etc.) Use the jigsaw method and have experts from each group form new groups and teach these important facts to their peers.	Assessment for Learning (AfL) Use discussion to help students engage and empathize with the Katrina crisis. When in role, assess their ability to engage with the crisis and respond appropriately to the news. Assessment as Learning (AaL) By using BLM#4 Hurricane Katrina Fact Sheet students have a concrete tool to guide them through the process of writing in role. The Mini Monologue Rubric (BLM#5) will identify key elements to remember when presenting in role. The mini monologues can be formatively assessed or evaluated. The corridor of voices provides a very emotional response that can generate discussion about the loss of home and the home's importance. Differentiation (DI) Try to address from another area or level in the class that you would not normally speak from when acting as teacher in role to enable the students to suspend disbelief easier. Allow students who have difficulty writing to pair up in their mini monologue creation, or allow for a student scribe. Those who do not wish to present alone could present their monologue within the circle or with a partner alongside. Quick Tip There are multiple ways to present the information on Hurricane Katrina information, such as the jigsaw method described in the extension activity. Students may also choose to dramatize their information for the class. Link and Layer Use the example of Katrina to discuss other large disasters in history that left million homeless such as the earthquake in Haiti, the Indian Ocean Tsunami, the Halifax Explosions, the B.C. and California Brush fires. Explain to students techniques such as writing in role and the corridor of voices can be used for character development and to give roles multiple dimensions. Hyperlinks in the Lesson BLM#4 Hurricane Katrina Fact Sheet BLM#5 Mini Monologue Writing Guide BLM#6 Mini Monologue Rubric Think Literacy for a in-depth explanation of the jigsaw activity.
Approximately 120 minutes Action!
Whole Class > Teacher in Role > Simulation Role Play Inform students that they will be participating in a large group role play of a simulation related to the event of Hurricane Katrina. In this simulation, they will be taking on the role of community leaders in New Orleans, such as emergency workers, teachers, hospital staff, etc. Allow students a few moments to think about the role they will take on in the simulation and brainstorm with a partner what their individual concerns might be. Assemble students together and greet them as teacher in role as the director of the New Orleans Community Centre. Inform them that you have gathered them there to answer questions they may have before the hurricane strikes and to plan how they will help the citizens of New Orleans. Let them know that you are receiving updates by phone to what their next steps will be to ensure the safety of the community. Field questions from the students in role as community workers. What are your concerns? What do you feel is the best plan of action? About whom are you most concerned (e.g. the infirm, those without transportation, etc.)? What are your own evacuation plans if they too must leave New Orleans? Progress the role play by informing the students through received phone calls of the following information: the hurricane is quickly approaching and you are to prepare your homes for flood the hurricane is quickly approaching and there will be little time to prepare your homes for evacuation the hurricane is quickly approaching and you must grab what you need and leave your homes and New Orleans immediately the hurricane is about to hit and the community centre is now evacuating and will be closed Individual > 24 Hour Clock Mime Once the students have word that the hurricane is about to strike, ask them to find a space in the room where they are free to move about on their own. Inform them that they have now returned to their own homes and must prepare to leave. Have each student move in mime in their own space of the room, silently, as the teacher calls out the hour (1 o'clock, 2 o'clock, etc.). At each hour, students mime what the character would be doing at that specific time of day before the hurricane hits. Thought track students throughout the activity to illuminate their concerns and fears as they prepare. As you approach the end of the activity, ask students to choose one object they wish to take with them when they leave. Have them hold this object in their hands and think about what it means to them, and the significance it holds for their character. Individual > Writing in Role > Mini-Monologue Using BLM#5 Mini Monologue Writing Guide , students write in role as their characters, expressing their feelings at this moment in time and their reasons for taking these objects with them. As an added challenge, give students the option of writing as the object, expressing the reasons why they were selected to go with their owner, and why they are significant to this person. Small Groups > Mini Monologue Presentation Have students in role present their mini monologues to a small group or to the whole class. Evaluation for the mini monologues could be tracked with the BLM#6 Mini Monologue Rubric
Approximately 50 minutes Consolidation
Whole Class > Debrief Discussion After students have presented their mini-monologues, facilitate a class discussion around their creations. Key Questions for Discussion: Which objects stood out to you? Why? What did these objects tell you about their owners? Are there any patterns or similarities between the objects selected? Do you think you would choose the same object that your created character chose? Why? Whole Class > Corridor of Voices After discussion with the class, students line up in two rows, facing the opposite row. Place a volunteer at one end of the corridor with his or her mini-monologue. Before the student walks down the the middle, the student announces which role they took in the simulation and explain their chosen object (you may also invite the student to read an excerpt from his or her mini-monologue). Ask the students in the lines to think of a specific word or phrase to say or whisper to this character. The phrase could be a thought, feeling, or line of dialogue the character could have said or felt when word of immediate evacuation hit. The students in the lines repeat this chosen word or phrase over and over as the volunteer student walks down the corridor. Emphasize the need for concentration, minimal eye contact, and the use of silence to give weight to the words spoken. Invite other students to walk down the corridor of voices as time permits. Whole Class > Debrief Discussion When finished, assemble students, and ask both the student who walked down the corridor and those in it to comment on the effect of the activity. Key Questions for Discussion: What did it feel like when you heard the chaos of thoughts? What phrases or words stood out to you? What was the dramatic effect of these voices on you? Did this activity give you insight into what it might have felt like to be in this situation? Do you have empathy for someone in this situation who has to leave their home?