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TEACHER Susan Warren
YEAR
7-8 |
LEVEL
4 |
DURATION
3-4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Social Organisation
How people organise themselves in response to challenge and crisis
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Students will be able to:
- Describe some problems the people of Gujarat faced in the days after the earthquake (crisis) and in trying to recover from the long-term effects of the earthquake (challenge)
- Describe how aid organisations helped to provide for people's needs after the Gujarat earthquake
- Give examples of things aid organisations have to do in order to organise aid for survivors of a natural disaster.
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Processes
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Learning Outcomes
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Social Decision Making
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Make decisions about how an aid organisation could bring relief aid after a disaster.
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Requirements
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| Settings: | Asia |
| Perspectives: | Current Issues, Multicultural |
TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
Starter Activities
- Memory game
Create a display of objects that relate to the topic - a broken brick, bag
of rice, chappati, embroidery thread, toy cow, bucket, metal
cup, graph paper with "seismic trace", hammer, bar of soap, tarpaulin,
tent peg etc. Give time to memorise, then remove one object at a time,
with students identifying which is missing. After the game, students try
to guess what group of people, or event, the group of objects
refers to, and how each item is significant to the topic/people.
What would you want to know about these people/this topic? List questions
to direct your study.
OR
- Silent Video
Borrow the video, "Picking up the Pieces" (available on loan from either
World Vision or
National Library). Show the first few minutes
(after the credits) without sound, stopping once or twice to ask - where
do you think this is? What is the video about? What has happened? What
would you want to know about these people/this topic? List questions to
direct your study.
OR
- Poster Title
Using the poster "AfterShock" (available free from
World Vision, email
education.nz@worldvision.org.nz), cover the poster title and questions
then brainstorm titles that explain what these photos are about.
What would you want to know about these people/this topic? List questions
to direct your study. Reveal poster title and questions and add to your
ideas.
Learning Activities
- Class display
Create a display on the Gujarat earthquake, with two headings - "India" on
one side, and "The Gujarat Earthquake" on the other. Print out and add to
the display:
Print out and cut up into separate facts:
Give each student or group at least one fact. Students
illustrate their fact(s) and add them to the display under the appropriate
heading. You could add to this display as the unit progresses.
- Narrated mime
Go to
World Vision Gujurat Connection
and print out the story which describes Maya Ben's experience of the earthquake. In
groups of 8 to 10, students read the story several times and
then prepare a narrated mime, which they perform to the class.
One student is the narrator - he/she will read the story, as it is
written, during the performance. The other students take roles - Maya
Ben, her brother Rashik, her mother, her grandmother, other children
at school, and the teacher. As the narrator reads the
story, the other students act it out in a silent mime.
- Earthquake Photos
In pairs or small groups view the
Gujurat Quake
Photo Album.
Click through the photos, reading the captions. Choose three of the
photos that you think tell you the most about how the earthquake
affected people's lives. For each of these three photos, write a sentence
describing the main effect this photo shows.
- Video
Show the video Picking up the Pieces (available on loan from
either World Vision or
National Library), instructing students to watch for:
- short-term problems the people faced in the days after the
earthquake
- longer-term problems the people faced over the
months after the earthquake
- ways in which the people themselves coped with these problems
- ways in which other people helped them
After the video, make a class list of each of the above.
- Experiencing Gujarat
Hold a "Gujarati Day". Students imagine they live in Gujarat, and that
they have just gone through the earthquake. Do some of the following:
- Students dress in Gujarati-style clothing, with trousers and loose
shirt for the boys, and a dress or blouse and skirt with
head shawl and draped scarf for the girls.
- In groups of 4 or 5, students make a shelter for their "family",
using cardboard, old wooden boxes, etc. They sit or lie
inside and imagine what it would be like to live there for months at a time.
- Students carry water in pots on their heads (you can turn this
into a race, teamwork exercise, or just an experience to describe later).
- Students collect firewood (sticks etc previously scattered
around the playground).
- Students light a fire (with careful supervision), and cook
some simple Gujarati food
on it for everyone to share.
- If a fire is impossible, cook the Gujarati food on a BBQ or inside
and share it.
- Students try their hand at embroidery, like the Gujarati women
do (see this photo
and this photo).
At the end of the experiences, students write a list
of words and phrases that describe their
Gujarati experience, and another list to describe what they think these
same activities would be like for a real Gujarati family.
- Here's the Problem
In groups, take a large sheet of paper and write the question: "What can
people best do to help the quake survivors in Gujarat to recover
from the earthquake?" in the centre of the sheet. Divide the rest
of the sheet into areas - "Problems caused by the earthquake", "Things
that make it hard to recover", "Ideas for action", "Our choice and why".
As you work through the problem-solving process in this unit, you will
be filling in the sections of this sheet.
- Difficulties
In groups, brainstorm difficulties people might have after
an earthquake, using your class display, and your notes from
previous activities for more ideas. Swap ideas with other groups
so you get as many difficulties as possible. Write each difficulty
on a separate piece of paper and sort them into categories with the same
or similar ideas. Summarise the main difficulties you have identified.
Write these into the "Problems caused by the earthquake" section of
your group problem-solving sheet.
Formative Assessment Activity
Write a letter from Maya Ben to her cousin in another part of India, six
months after the earthquake, telling him about the earthquake and how
it has affected Maya Ben and her family's lives. Your letter
should briefly describe the earthquake from Maya Ben's point
of view, mention what life was like for her family in the first few days
after the earthquake, and how their lives are still being affected
by the quake after six months. Remember to include feelings as well
as facts.
Assessment Schedule
- Highlight barriers
Go to Where
We Live
and print out the page. Highlight words or phrases in the text that refer
to things that make it hard for people to get the resources they need.
Choose one of these and write a sentence explaining how this factor might
have made it hard for people to recover from the earthquake.
- Identify causes
As a group, use what you have learned so far to make a list of things that
make it hard for people in Gujarat to get their lives back to normal after
the earthquake. Cut your list into individual items and rearrange them into
groups of factors that you think are related to each other. Use these groups
to design a mind map
with the title "Barriers to recovery". When you are satisfied with your mind
map, copy it onto the "Things that make it hard to recover" section of your
group problem-solving sheet.
- Damage and recovery
View the
News Articles page which
lists stories that New Zealand teacher, Paul Kelly, wrote while he was
in Gujarat in March 2002, just over a year after the earthquake. Find one
story that talks about damage caused by the quake, and another
that talks about something that is happening to help people recover.
For each story, choose one of the photos you think says
most about the damage or recovery.
Copy this photo into a Word or
PowerPoint document, and write a paragraph under the photo to describe
what is happening.
- Who did what
Read the story
After the Quake.
For each of the following people
or groups, make a list of what they did to help after the quake: The
Sarpanch (head man), the people in the village, the Indian army, aid
organisations (including World Vision).
- Addressing problems
Go to Gujarat Relief,
and read what World Vision did to help people recover from the Gujarat
earthquake. Also go
to Rebuilding, and
read about on the long-term rehabilitation project. Look back at your list
of problems caused by the earthquake on your problem-solving sheet. Put a
red mark against the problems World Vision addressed in the first seven
days (in the first two sections of the Gujarat Relief page). Put an
orange mark next to problems World Vision addressed between 7 and 90
days (in the rest of the Gujarat Relief page). Put a yellow mark next
to problems World Vision addressed in the longer term (on the Rebuilding
page). If these pages help you think of more problems, add these to
your sheet with the appropriate mark or marks next to them.
- Distribution
Your aim is to fairly distribute one barley sugar or cup of juice to each
of a large group of people (say, the whole school on the day of the 40
Hour Famine). Plan how you will do this to make sure everyone gets one,
no-one gets more than one, and no-one gets hurt in the rush. Some ideas -
keep a list of names to tick off, have people for crowd control,
divide people into groups, tell them the system in advance. Do your
distribution, then evaluate - how could you have done it better? What
does this tell you about the difficulties of distributing relief
supplies (when people are often hungry and desperate)?
- Why needed
Look at the diagram Behind the scenes which describes different things that
need to happen in order to get help to people after a disaster. You
will need to click on each heading within the diagram to
read the box about that aspect of delivering relief. Divide the class
into seven groups, and allocate one of the aspects from the diagram to
each group. They design and create a three-dimensional symbol for
that aspect of aid, using coloured card, string, crayons, play-dough
or other materials of their choice. A spokesperson from each group
presents their symbol to the class, explaining how the symbol relates to
that aspect of aid delivery, and why that aspect is important
in getting aid to people in need.
- Speaker
Invite a speaker from your local civil defence team. Students prepare
questions in advance to find out about what happens during and after a
natural disaster in NZ.
- Debate
Hold a discussion, or a formal debate, on one of the following topics:
- Should we help when there's a natural disaster overseas, or leave
it to that country's government to deal with it?
- Should aid agencies keep some money in reserve so they can
help quickly in a disaster, or should they spend it all straight away on
helping the poor?
- Is it fair for aid agencies to use graphic pictures of starving,
suffering people in their fundraising?
- Generate alternative actions
In your group, brainstorm possible actions that World Vision India
and/or the community in Gujarat could take to help them recover from the
earthquake. With three votes per person, vote
on which ideas you think are best. Count up the votes to find the three
most popular choices. Write these into the "Ideas for action" section of
your group problem-solving sheet.
- Choose and justify an action
Choose the one solution that you think would best help the people
of Gujarat recover from the quake. Write your choice in the "Our
choice and why" section of your problem-solving sheet, with an explanation
of why you think it is the best solution - for example, "we think that...
because..."
- Summative Assessment Activity
Aid promotion
You are a fundraiser for an aid organisation in New Zealand (you can
choose one that you know of, or make up an organisation name). Design and
make an advertisement for newspapers or radio, asking for donations to
help the victims of the Gujarat earthquake. Your ad should give enough
detail about what has happened and its effects so that people will want to
help. It must also clearly say what your organisation plans to do
in response to the disaster, and how people in New Zealand can help.
Remember to be persuasive - every dollar you raise helps to save more
lives. For a newspaper advertisement, use one-half of an A4 sheet
of paper (horizontally or vertically) and include both words and visuals.
For a radio ad,
submit a 60-second recording, and include both
spoken words and other sounds (music or appropriate background noises).
Assessment Schedule
- Extra activities
(For students who have spare time at any stage of the unit while
others complete tasks)
RESOURCES
Primary Resources Used
- Website: The Gujarat Connection
- Poster: AfterShock - available free while stocks last from World Vision NZ, Private Bag 92078, Auckland, fax (09) 309-3166, email education.nz@worldvision.org.nz
- Video: Picking up the Pieces - features Maya Ben and Rashik, from the website. Available on loan from World Vision NZ, Private Bag 92078, Auckland, fax (09) 309-3166, email infocentre@worldvision.org.nz or from National Library. Also available for purchase at $49-95 from any NZ educational bookseller
- Resource folder: Rebuilding Lives - purchase at $49-95 from any NZ educational bookseller
- CD: Rebuilding Lives - purchase at $24-95 from any NZ educational bookseller
(Go to Teacher Resources for further details of the video, resource folder and CD.)
- Web-based game:
EQ - a four-week simulation game.
Go to the site at least two weeks before use.
Other Resources on the topic
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