Social Studies Lesson Plan
LESSON PLAN: THE GULF COAST REGION: GEOGRAPHY, DEMOGRAPHICS AND THE
EFFECTS OF HURRICANE KATRINA
Lesson adapted from:
http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/katrina.html
Grade Level: Lesson applicable to K-12, specific focus herein is middle school level.
Estimated Lesson time: Two 50 minute sessions.
Overview: Students explore several concepts including, geography, history, demographics,
and current events (specifically, hurricane Katrina), in order to develop a holistic
understanding of the Gulf Coast region of the United States.
Content Objective:
 SWBAT demonstrate understanding of the significance of Hurricane Katrina, and the
history, geography, and demographics of the Gulf Coast region.
Linguistic Objectives:
 *Refer to lesson below. All objectives are in green and BOLD, and are labeled by
speech level.
Cultural Objectives:
 SWBAT learn to appreciate development of understanding of Hurricane Katrina and
the Gulf Coast region. When applicable students will reflect upon culturally based
background knowledge relevant to Hurricane Katrina and the Gulf Coast region.
Sunshine State Standards:
 SS.7.G.1.3: Interpret maps to identify geopolitical divisions and boundaries of places
in North America.
3237
This benchmark belongs to: Understand how to use maps and other geographic
representations, tools, and technology to report information.
 SS.7.G.2.1: Locate major cultural landmarks that are emblematic of the United States.
3238
This benchmark belongs to: Understand physical and cultural characteristics of
places.
 SS.7.G.2.2: Locate major physical landmarks that are emblematic of the United
States.
3239
This benchmark belongs to: Understand physical and cultural characteristics of
places.
 Several other SSS may be applicable. These standards adhere to the major concepts
of the lesson. National Standards are provided at the end of the lesson.
Original Lesson Plan (ESOL Modifications in BOLD):
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:

New Orleans Levee System Diagram (available at
http://en.wikipedia.org/wiki/New_Orleans under Geography and Climate)

clear plastic bowl or cup

sand to fill bowl or cup

clear plastic/glass container slightly larger than the bowl/cup

water to fill the plastic/glass container

access to Internet and primary source research materials

Gulf Coast Region Scavenger Hunt and key (included with lesson plan)

small prize(s) for scavenger hunt reward (i.e. candy treat, pen or pencil, etc.)

sample graphic organizers such as Cause and Effect (available at
http://www.educationoasis.com/curriculum/GO/cause_effect.htm) or Chain of
Events (available at
http://www.educationoasis.com/curriculum/GO/sequence.htm)

Newshour article "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 CNN Special Report: Katrina Timeline)
To make these lesson plans better
Procedures
Part 1: The Geography and Demographics of the Gulf Coast Region
Begin by assessing students’ background knowledge of the location of the Gulf
Coast region and New Orleans. An interactive smart board or jigsaw card activity
(with visuals) could be utilized. For example, using pictures of various regions of the
United States students could discuss and negotiate placement of pictures, then place
pictures on a labeled template of the United States. Students of all levels can utilize
the interactive smart board or the cards to indicate responses and understanding.
Additionally, in order to achieve skill at one level above current level; Pre-production
= students will attempt one or two word oral/written responses to describe a
characteristic of a specific region, Early production = students will attempt simple
sentence responses to describe characteristics of specific regions, Speech Emergent =
students will attempt detailed sentence responses to describe characteristics of a
specific regions, Intermediate Fluency = students will attempt to provide multiple
detailed sentence responses to describe several characteristics of specific regions.
Additional resources should be provided to students such as globes, maps, and
teacher facilitation, for students’ reference. Students may also use world maps to
gain a better understanding of the location of the Gulf Coast region in relation to
their native country or region. This may be an opportunity for students to connect to
background knowledge, e.g. if students are of Caribbean or Asian descent, it is likely
these students will have some background knowledge of similar geography and/or
hurricane related information. For students lacking background knowledge, the
teacher should provide direct instruction using the previously described resources.
Additionally, other resources such as, magazines, documentary films, or websites,
can be used to further exemplify lesson concepts or for enrichment, e.g.
http://www.nationalgeographic.com/ (National Geographic,
http://dsc.discovery.com/ (Discovery Channel). The teacher should be prepared in
the instance that a student has minimal or no background knowledge of either
geography or hurricanes.
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.
o
sea level: the level of the ocean's surface
o
levee: an embankment raised to prevent a body of water from overflowing
into a specified area
o
storm surge: onshore rush of water caused by a storm
Additional vocabulary may be necessary to explore for various students, e.g.
hurricane, elevation, population, cause and effect, etcetera. To assess students’
background knowledge of vocabulary, response cards in which students write down
vocabulary words they do not understand would be appropriate. Students at Preproduction and Early production levels should be provided with vocabulary (i.e., prelabeled cards) and then be instructed to write a question mark by words they do not
know or understand. To facilitate all students understanding of all vocabulary they
should be provided with ample visuals, and when applicable, relate vocabulary to
students’ background knowledge. Again the teacher should be prepared with
additional resources for students lacking background knowledge, e.g. translations of
vocabulary or foreign language dictionaries, and additional visuals. To assess
students understanding of vocabulary after provision of direct instruction, an
interactive smart board could be used for a classification exercise similar to that
previously described in the beginning of this lesson. In order to respond via other
formats and to achieve skill at one level above current level, students could: Preproduction = students can provide gestures, miming, and one or two word
oral/written responses to indicate understanding or describe characteristics of
vocabulary, Early production = students can provide gestures, miming, one or two
word responses, and simple sentence responses to indicate understanding or
describe characteristics of vocabulary, Speech Emergent = students can provide same
responses as previous levels and provide detailed sentence responses to indicate
understanding or describe characteristics of vocabulary, Intermediate Fluency =
students can provide same responses as previous levels and provide multiple
detailed sentence responses to describe several characteristics of vocabulary.
Additionally students at all levels may benefit from developing a vocabulary
journal in which they can place question marks or write questions (depending on
their level) for vocabulary they do not feel they have a full understanding of. A class
developed word wall could also be used as additional support. Finally, another
assessment activity could include a sorting/elimination exercise in which students
differentiate between examples and non-examples of select vocabulary words
(visual aids should be included).

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.
o
Fill a clear plastic bowl or cup 1½" from the top with dirt or sand and label it
New Orleans.
o
Place this cup/bowl into a clear plastic/glass container that is larger than the
bowl.
o
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.
o
Explain to students that because the city is below sea level, levees are used to
keep water out of the city.
o
Next, explain that the winds from Hurricane Katrina and the ensuing storm
surge caused breeches/breaks in the levee system.
o
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.
o
Direct students to observe how the water flows into the cup (New Orleans)
until the level is even with that of the lake/river.
o
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.
First, provide ample opportunity for student questions and perform frequent
comprehension checks. Student questions can be addressed by, response cards, non
visual cues (for critical student questions and when students need to request the
teacher to pause instruction or provide detailed clarification), and double entry
journals (most appropriate to students at Speech Emergent and Intermediate
Fluency levels). Comprehension checks can be performed by asking questions during
demonstration, observation, and by having students repeat the steps of the
demonstration/hands on activity described in above in the lesson.
For the above section which directs students to read articles on Katrina the
teacher should provide several scaffolds. Ideally translations or a translator would
be of utility. Additionally, lists of causes and effects of hurricane Katrina, magazines,
documentary films, miming or role playing exercises, relating effects of natural
disasters in native culture to effects of hurricane Katrina, additional visuals,
additionally hands on activities/demonstrations, and websites would be of use, e.g.
http://www.nationalgeographic.com/ (National Geographic),
http://dsc.discovery.com/ (Discovery Channel), http://www.katrina.noaa.gov/,
http://www.ncdc.noaa.gov/special-reports/katrina.html, (NOAA). Teacher student,
and whole class discussion should also be used for students to develop
understanding.
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.
The Scavenger Hunt section of this lesson is essentially an independent
practice activity that extends students understanding of the previous stages of the
lesson. The actual handout for this scavenger hunt would need in depth facilitation
to be effective with ELL students. A few recommended modifications for the
scavenger hunt are as follows. The teacher could simply eliminate the scavenger
hunt activity, provide further direct instruction, and then develop an assessment
activity appropriate to the various levels of speech acquisition. Another alternative
that would provide more engagement for students would be to modify the scavenger
hunt into a guided web quest. Interactive games and links to visuals (including for
vocabulary, e.g. The internet picture dictionary http://www.pdictionary.com/ )
would be productive to include in the web quest. Trackstar,
http://trackstar.4teachers.org/trackstar/;jsessionid=0E1E0C78EB905699BFB6DAE
219234DD8, is a useful website for providing a detailed and guided web quest based
activity. The site allows users to provide detailed headings, titles, directions, and
descriptions, which would be a significant scaffold not present in the original
scavenger hunt activity. Also, teachers may want to utilize a cooperative learning or
a peer tutoring exercise. However, a detailed action plan, frequent comprehension
checks, and regular monitoring would be necessary to make cooperative learning or
peer tutoring effective. Responses to the web quest activity may be in the format
previously described for each speech level, i.e. gestures, one or two word responses,
and simple and detailed sentences. Again, each level should attempt to respond via a
format one level above their current level.
Finally, it is recommended that the overall scope of the scavenger hunt be more
intensive in key areas. That is to say, geography, history, current events, and causes
and effects should be focus of the activity. Concepts such as demographics can still be
included, but only key connections to the geography, history, etcetera, need be
present in the activity. Additionally, the teacher should be prepared to review and
develop basic researching and analyzing skills. A KLW graphic organizer would be a
nice complement for the end of this session of the lesson.
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.
o
What large bodies of water are in the Gulf Coast Region, particularly New
Orleans?

o
What are the elevations of New Orleans, Gulfport, Biloxi, and Mobile?
o
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:
o
who discovered the city
o
why people settled in the area
o
the strategic importance of this city during times of war
Discuss the economic significance of the Gulf Coast Region including:
o
the role that New Orleans and other Gulf Coast cities have played in the
economic development of their states and our country

o
the types of resources available in/around the Gulf Coast area
o
the Gulf Coast industries U.S. consumers are dependent upon
o
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:
o
number of inhabitants
o
how people in this city make money/which industries or money making
ventures thrive here
o
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.
The above section should have a focus on sharing all students’ insights. This
can lead to instances of discovery learning that address ideas and questions that ELL
students or the teacher may not have previously considered.
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.
For all students a graphic organizer would be appropriate. However, to enrich
students understanding it is recommended that students create a brief multimedia
presentation. The presentations could focus on one or two key concepts at first and
then other brief presentations could be created to focus on other concepts, e.g. on
effects of the hurricane or on specific categories of effects such as economic, social,
and physical effects. Pre-production and Early-production level students would likely
need both technological and content information support. This would be best
provided by a teacher. The teacher could document student input as students
provide responses to questions through formats previously discussed for each
speech level, i.e., gestures, one and two word responses, and simple and detailed
sentences. These students would need to demonstrate understanding of all concepts,
i.e. history, geography, demographics and current events (Again these concepts
could be divided into more than one presentation). Speech Emergent and
Intermediate Fluency level students may be facilitated by a cooperative group or a
peer tutor. Again, clear guidelines and directions would be necessary for cooperative
learning or peer tutoring exercises. These students would need to demonstrate
understanding of all concepts, i.e. history, geography, demographics and current
events (Again these concepts could be divided into more than one presentation).
Again students should attempt to respond via a format one level above their current
level. For any arrangement of this activity, teacher modeling, a rubric (with
examples of each level of grading), and teacher and student examples of
presentations would support ELL students.
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.
An engaging extension activity would be to extend the student presentations
and instruct students to use other teachers, students, their families, culturally
relevant events, and community resources, to more thoroughly develop
presentations. Another activity would be to extend this lesson with investigation into
the relevance of hurricanes in Florida specifically. Information about the history of
hurricanes in Florida, how people prepare for hurricanes in Florida, current
concerns with hurricanes in Florida, etcetera, can be subjects for extension of
knowledge. For either of these activities the teacher may want to seek out people
who experienced Hurricane Katrina or have experienced major hurricanes in
Florida, for students to interview or to present to students.
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