Lesson 1: Pre-Katrina New Orleans History and Politics
BIG IDEA:
Understanding the social and political history of an area is important to understanding why certain events are handled differently and why they may be more devastating in some ways that others.
ISBE STANDARDS:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).
16.D.4b (US) Describe unintended social consequences of political events in United States history.
ESSENTIAL QUESTIONS:
1. How have landmarks in New Orleans political history, such as the case of Plessy v. Ferguson, helped shaped the character of the city?
2. Why is knowing the political history of New Orleans important to understanding New Orleans society, and why is this useful in explaining the later effects of Hurricane Katrina?
OBJECTIVES: Students will:
1. Understand the political and social history of New Orleans and how that still plays a role in the city’s structure today.
2. Be able to explain why the political history and structure of New Orleans might have a significant impact on the city’s situation during and after Hurricane Katrina.
3. Understand how racism still plays a role in politics today.
MATERIALS AND RESOURCES:
Notebooks, PowerPoint presentation, PBS website “American Experience – New Orleans” (http://www.pbs.org/wgbh/amex/neworleans/index.html)
ASSUMED PRIOR KNOWLEDGE:
1. Prior New Orleans history (taught in the beginning of the week, Katrina’s lesson, etc.)
2. Basic understanding of New Orleans culture and social/racial makeup.
PROCEDURE:
1. Discuss with students what they already know about New Orleans from previous lessons, from anything they may have read in the news, etc.
2. Begin with a continuation of the history of the city, delving more into the politics of the area.
3. Go into a discussion on the politics of the city – beginning with Plessy v. Ferguson, the landmark Supreme Court case centered around a New Orleans man and the segregation of railroad cars, the succession of mayors and other government officials, policies enforced in the city particularly regarding things like flood prevention and the levees and canal system, politics in relation to the United States federal government, etc.
4. Have students reflect on the themes discussed in class regarding how politics has shifted in New Orleans and how it has shaped the city in a brief journal entry. How might these political shifts have later affected the way Katrina was handled or responded to?
Approximate time: 50 minutes
ASSESSMENT:
1. Students will be asked to write brief journal entries reflecting on the material covered in class and asking them to think critically about what they learned and why they think Hurricane Katrina might have been so devastating for the city of New Orleans as a result.
2. Students will be graded on participation both in class and on the journal entry.
BIG IDEA:
Understanding the social and political history of an area is important to understanding why certain events are handled differently and why they may be more devastating in some ways that others.
ISBE STANDARDS:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).
16.D.4b (US) Describe unintended social consequences of political events in United States history.
ESSENTIAL QUESTIONS:
1. How have landmarks in New Orleans political history, such as the case of Plessy v. Ferguson, helped shaped the character of the city?
2. Why is knowing the political history of New Orleans important to understanding New Orleans society, and why is this useful in explaining the later effects of Hurricane Katrina?
OBJECTIVES: Students will:
1. Understand the political and social history of New Orleans and how that still plays a role in the city’s structure today.
2. Be able to explain why the political history and structure of New Orleans might have a significant impact on the city’s situation during and after Hurricane Katrina.
3. Understand how racism still plays a role in politics today.
MATERIALS AND RESOURCES:
Notebooks, PowerPoint presentation, PBS website “American Experience – New Orleans” (http://www.pbs.org/wgbh/amex/neworleans/index.html)
ASSUMED PRIOR KNOWLEDGE:
1. Prior New Orleans history (taught in the beginning of the week, Katrina’s lesson, etc.)
2. Basic understanding of New Orleans culture and social/racial makeup.
PROCEDURE:
1. Discuss with students what they already know about New Orleans from previous lessons, from anything they may have read in the news, etc.
2. Begin with a continuation of the history of the city, delving more into the politics of the area.
3. Go into a discussion on the politics of the city – beginning with Plessy v. Ferguson, the landmark Supreme Court case centered around a New Orleans man and the segregation of railroad cars, the succession of mayors and other government officials, policies enforced in the city particularly regarding things like flood prevention and the levees and canal system, politics in relation to the United States federal government, etc.
4. Have students reflect on the themes discussed in class regarding how politics has shifted in New Orleans and how it has shaped the city in a brief journal entry. How might these political shifts have later affected the way Katrina was handled or responded to?
Approximate time: 50 minutes
ASSESSMENT:
1. Students will be asked to write brief journal entries reflecting on the material covered in class and asking them to think critically about what they learned and why they think Hurricane Katrina might have been so devastating for the city of New Orleans as a result.
2. Students will be graded on participation both in class and on the journal entry.
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