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Katrina Relief
Bill Kulju
Westerville South High School
The Westerville South International Baccalaureate (IB) students saw a
tremendous need in the Gulf Region through their studies of the effects of Hurricane
Katrina in 2005. Students asked if they could volunteer in the clean-up effort. In the
process, they not only learned about the direct and indirect effects of this natural
disaster—they also learned many things about themselves.
Investigation
In the fall of 2005, students started studying the effects of Hurricane Katrina in
many of their classes. This study spurred an interest in attempting to help those
affected by this natural disaster. We learned there were many issues that needed to be
addressed: sanitation, safe water, and the environment. However, the need for safe
housing was the issue students felt most compelled to address.
Through their studies students were able to see the need for volunteers. We
learned that this disaster was unlike most others in the United States in that after most
events, there are still people around who can help. In the case of Hurricane Katrina, a
large portion of the Gulf region was wiped out, but most of the population was not
returning, which made the clean-up effort even more difficult. Our students were
concerned that there were no longer enough neighbors to help each other, and this
understanding inspired them to act by traveling to the area.
Preparation
Funding was a major obstacle that the students had to overcome as they planned
their trip. The students decided to do different fundraisers that would engage them
directly in activities they would be involved in while in the Gulf region, like picking up
trash. The students got permission from the athletic director to clean up the stadium
after athletic events. The athletic department paid them for this work out of the profits
from the sporting event ticket sales. Students also worked in the concession stands
during events and asked for donations. They also held several car washes. These were all
valuable team-building experiences.
Prior to our first trip, students studied the effects of Hurricane Katrina on the
environment, the economy, and the lifestyle of the people in the Gulf region. In biology
they studied soil and water contamination, as well as wildlife contamination.
Our social studies teachers covered the lifestyle of the Gulf region and guided
students in mapping our route to the area. As part of this process, students had to find
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appropriate rest stops for our group, as well as the cheapest fuel prices. In their
business classes, our students were able to look at the hurricane's effects on the
economy and estimate the cost of each trip (van rental, cost of gasoline, insurance costs,
food, lodging, etc.).
As part of our preparation, we were able to bring in a construction foreman to
teach us about different tools and help us try out working on an actual
demolition/construction site.
Through health and physical education, we also had students teach a basic first-aid
class that incorporated good nutrition, heat illness, and hydration. This turned out to be a
very important learning component, since our work was done in the summer—95+ degrees
with 90% relative humidity.
Our students also worked to find community agencies that would help us by
supplying housing and food in the Gulf region. Hilltop Rescue and Relief, Servants Unite,
and Cross Roads Missions were three of the agencies that teamed up with us. Contact
with these agencies was initially done via Internet searches, with subsequent follow-up by
phone and email.
Finally, our students also took the time to learn about themselves through a
"multiple intelligences" activity in the Everyday People Make a Difference materials.
Students came away from the activity with a "gifts inventory" of their own personal
strengths, which allowed them to think about how they each might best help the team
with this project.
Action
First, we had to get there! Our students had done a lot of preparation work to map
out the trip and to find out how to get to Louisiana most efficiently. So throughout the
trip, they navigated and identified the rest stops. Once we arrived, we couldn't believe
how much work needed to be done; our groups did the very physical labor of “mucking out”
houses. Most of the houses had 4”-6” of mud in them. After we had removed all of the
contents of the house, we removed all the mud, carpeting, drywall, and plumbing-everything down to the wall studs. Students were able to see the results of their efforts
at the end of each day when the house was empty and a pile of trash 10’ tall by 40’ long
by 6’ wide sat outside.
In addition to this work, students also gathered soil and water samples from the
area to analyze once we returned home.
Reflection
Students were required to reflect on their work and experiences throughout. They
were allowed to choose their own modes of reflection, including journals, PowerPoint
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presentations, collages, and blogs that answered the questions “What?“ “So what?” and
“Now what?”
Students related new self-awareness through their reflections. Hannah W. said, “
I realized that I am a perserverer and that I can get through anything that may present
a challenge." Kim T. said, “I am better capable of showing empathy and relating to people
who have faced great difficulties.”
Students learned a great deal about themselves, especially their mental and
physical toughness. They also realized that group work done well can be extremely
effective. Brian S. shared, “I gained confidence in my ability to work as part of a team.”
Demonstration/Celebration
Students celebrated by tying a bow on each completed house and giving a CD of
inspirational music to each homeowner. Our group also met with families for a pizza
dinner and shared photos in a PowerPoint presentation that they had prepared. The
emotions displayed during the celebration showed clear evidence of the understanding
and compassion the students had gained.
Assessment/Evaluation
Before they went on the trips, students demonstrated learning in social studies
and language arts by writing informational PA announcements and presenting them to the
student body. Determining costs for travel, lodging, rentals, etc. satisfied part of the
business curriculum. The students who taught the first-aid course were assessed in
health class.
Before, during and after the trip, periodic checkups were conducted as students
documented their involvement individually, in groups, and in class work. These selfassessments were very important as students not only recorded their involvement, but
also reflected on its importance and on what they might do next. Part of the prompt for
the post-trip reflection asked that they identify problems they encountered, how they
dealt with each problem, and how they might plan differently to prevent a similar problem
in the future.
Additionally, once they returned home, students were assessed in their science
classes on the factual information they gathered as well as the tests they conducted and
wrote up on the soil and water samples they had collected.
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CURRICULUM CONNECTIONS
Language Arts: public speaking, persuasive writing, informational writing
Math/Business: currency, population graphs, costs, profit/loss, measurements in
construction
Social Studies: Social/psychological effects of natural disasters on society and
populations, mapping routes, cultural differences in the North vs. in the South,
geography, latitude and longitude, religion
Science: Weather patterns, soil/water contamination
Health/Physical Education: Nutrition, first aid, heat illness, proper hydration
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