Leading Disaster Relief Efforts

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Government & Public Administration

  Course Title: Emergency Planning and Response 4

  Course Number: 8602040

  CIP Number: 0743030206

  Course Type: High School Career Preparatory Program

  Program Name: Emergency Planning and Response
  

• Unit Outline

  
  

  This lesson is designed to be used with case Study, “Leading Disaster Relief Effort.” See CPALMS Resource ID#220198.

• Career Connection

  
  

  This lesson helps build durable skills in leadership, team communication, and crisis planning by engaging students in high-stakes decision-making, collaborative problem-solving, and coordinated community response.

• Learning Objectives

  
  

  Students will be able to:

  1. Identify individual priorities and responsibilities in a disaster response scenario.
  2. Collaborate to develop a realistic digital response plan.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Natural disasters and impacts on communities.
  • The concept of priority-setting in crisis or emergency planning.
  • Basic teamwork and communication roles.

• Guiding Questions

  
  

  Why is identifying individual priorities in a team important? How is identifying those priorities more meaningful during a disaster response?

  How can leadership help organize different individual priorities into a coordinated team action plan?

• Procedure

  
  
  1. Start class by asking, "If a disaster hit your community, what would be your top priority for rebuilding?"
     • Create a quick T-chart on the board with the titles, "Urgent Needs" and "Long-Term Needs," and have students suggest examples.
  2. Introduce the case, "Leading Disaster Relief Efforts," (see CPALMS resource ID# 220198) and have students read it individually. After, ask the following discussion questions:
     • Why was it important for Angur to identify the leadership roles?
     • How do different leadership roles differ and what makes each role unique?
     • How do the individual priorities of Baburam, as his home is destroyed, differ with other team leads?
  3. Next, divide students into teams of 4. Each student assumes one of the roles from the case study:
     • Angur (Project Lead)
     • Baburam (Shelter Lead)
     • Aastha (Health Lead)
     • Amulya (Education Lead)
  4. Tell students that each group will create a digital action plan. Encourage students to start with the case situation but to think beyond the case and be creative.
  5. First, each student, based on the role they have assumed, will provide an action plan consisting of two long-term goals within a 12-month timeframe, and at least 4 short-term objectives for each quarter that will help them meet their two long-term goals. Provide students with the attached PPT to use as a guide.
     • Each group member will work on individual goals for their specific roles. Angur, as the Project Lead, should use this time to focus on additional community needs.
     • Then, groups will work together to create a collective action plan.
  6. After they have a collective action plan, each group will create a digital presentation and share their action plan as one project led by several project managers, which in this case are group members. In the presentation they will share individual long-term goals and short-term objectives, and how their collective action plan helps meet the needs of each individual team member.
  7. To close the lesson, have the students reflect on the following questions:
     • • How does identifying priorities help in both school and real life?
       • Why is personal responsibility important in team situations?

• Teacher Notes

  
  

  This lesson can be divided into two class periods if additional time is needed.