Lesson plan on natural disasters for grade 5,american movie 1999 full,survival and emergency supplies uk,american blackout nat geo online - Review

These activities introduce students to the concept of primary source documents as ways of recording an historical event. While listening to the song, students write five words or phrases from the song that interest them on a note card. How does listening to this song change your understanding of the people's emotions who experienced the event? Using a Venn diagram, have students compare and contrast the kinds of information about the event each medium provided.
Reflection Journal: have students explain how these sources differ from encyclopedia accounts of the event.
Explain the lesson's goal of learning critical thinking strategies to examine primary sources. Using a handout of the song lyrics, have students study the song, recording their thoughts on the Primary Source Analysis Tool. Compile and record information about the event using different colored markers for each source. What details did the author use to show the setting of the story and give you a sense of what the characters were like? What did the characters or their families, communities, or governments do to help people recover from the event?
Using the reference materials available, have students compile information about the event from their novel.
As students analyze the primary sources, have them record their thoughts on the Primary Source Analysis Tool.


Provide time for students to search additional Internet resources about the event and summarize their research. Review the elements of the wax museum presentations: Prepare a historical fiction account for your book based on the following outline.
Students may extend their experience by examining a recent natural disaster, locating and analyzing primary source documents related to it, and noting similarities and differences to those of earlier times. Before the students begin, select questions from the teachera€™s guide Analyzing Photographs and Prints to focus and prompt analysis and discussion. Students analyze the oral history, recording their thoughts on the Primary Source Analysis Tool.
Before the students begin, select questions from the teachera€™s guide Analyzing Sheet Music and Song Sheets to focus and prompt analysis and discussion.
Before the students begin, select questions from the teachera€™s guide Analyzing Primary Sources to focus the group work, and select additional questions to focus and prompt a whole class discussion of their analysis.
Include the date and place of the event and explain why this event was important in American history.
Use your photographs to explain more details about what happened before, during, and after the event. United States guidelines for 2009 define poverty as a family of four living on $22,050 or less per year (or less than $62 per day). Note that informational articles often do not contain people's feelings about the experience. Before the students begin, select questions from the teacher's guide Analyzing Oral Histories to focus and prompt analysis and discussion.


Dress up like a person who witnessed the event in the book and describe the event as that person would.
When you finish, put yourself into the shoes of an eyewitness to one of American history's most remarkable events and tell the story of the disaster in your own words.
Have one member of your group write one sentence on the handout that states what the graph says. Using the steps you used to “read” the information in the first graph, read the information in this second graph called Income Per Person. The reason you’ve looked at graphs about the earthquakes’ death tolls and poverty is because they are related. If you want to act locally, for example, you could organize a canned food drive or collect pennies to donate to a homeless shelter. If you want to help earthquake survivors in Haiti, you might contact the local Red Cross and see how you can contribute.
Or as a way of doing both, maybe you want to do a project where you teach people in your community what you’ve learned about how poverty makes the effects of natural disasters worse. Discuss how what you learned in this lesson shaped your class project, and how your project addressed the problems you identified in your studies.POLITICAL CARTOONCartoons are a kind of visual shorthand. This cartoon answers the same question you answered in this lesson: How are poverty and the effects of natural disasters connected?



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