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mroly
Since the earthquake and tsunami hit Japan, we have been updating a list of educational resources, including articles, interactive features, the lessons of the past, photo gallery and video.Here are 20 ideas for activities for ways to use the Times to teach what happens as the story continues to unfold.
See also teaching ideas posted by other teachers - and add your own, or the post or below. We hope our readers to submit ideas for later in the week.
Understanding the reasons for
What happened in Japan? Watch the video clip documenting the moments that the earthquake and tsunami struck Japan, and before and after pictures to help students begin to understand the extent of damage. As a class, learn about the basics of the devastation caused by natural disasters. Focus your discussion on the news, use the questions we need six Q's news "destruction in Japan." Finally, students responded with the creation of a motion (PDF) of what they learn.
Following the story
How events taking place in Japan? Follow the news every day for the control of the home page of the New York Times Lede blog. In class, create a timeline to bring the chain of events. Encourage students to bring outside resources to add to the timeline.
Mapping of Destruction
Where was the epicenter of the earthquake? Where exactly in Japan do the tsunami struck? What cities have been hardest hit? Check out the interactive map of damage from different perspectives, including structural damage and casualties. Then put it in a broader context using maps of Asia and the world (PDF).
Putting a human face disaster
Students who have difficulty understanding the magnitude of what happened and is happening in Japan? One way to help them understand is to share personal stories, such as Sandra Barron, David S. Abraham and Kumiko Makihara and the article "earthquake survivors face a landscape of loss." Students then write letters or postcards sent to one of the survivors of the disaster they read.
In response to photos
What seems like Japan, as a result of natural disasters? View a photo slideshow of the consequences of "Aftermath in Japan" and then zoom in on some of the photos to get a closer destruction. Later, the students responsible for writing the image of their choice.
Considering how the story is told
What are the challenges and dangers that journalists face when trying to explain what is happening in Japan? How can ordinary citizens to help themselves to describe events and tell a story? After reading the Lede blog covering or reading one or more newspaper articles, students will discuss how the journalists were filming the material, photographs and report the facts. They can also compare the photos of work submitted by photojournalists readers. The student journalists to discuss how to find the story of school readers, perhaps using the ideas put forward by the Scholastic Kids Stories Press.
Timelines history of Japan
Students bring 2011-earthquake and tsunami in historical context, focusing on disasters in Japanese history. Resources can include historical Times articles about the bombing of Hiroshima and Nagasaki, and modern thought on these attacks, and other human-caused and natural disasters, including the Kobe earthquake of 1995 . They create a calendar, including excerpts from news articles, photographs and illustrations that focus on how Japan recovered from each disaster.
Crises like the old nuclear reactor
How the nuclear crisis in Japan compared to past nuclear disasters? Students read articles in the Times archives on Chernobyl and Three Mile Island. Then, map, compare and contrast the problems of reactor plant in Fukushima Daiichi nuclear power in Japan with other nuclear accidents. How similar? How is it different? What can we expect for the future, based on what we have learned from past nuclear accidents?
The debate on nuclear energy
Students read about how the current crisis has renewed fears of nuclear energy in Europe, the United States and elsewhere. How comparable are the risks of reactors around the world? What is the experience of other countries to learn from watching the nuclear crisis will play in Japan? If the benefits outweigh the risks of nuclear power, or vice versa? What are the implications of events in Japan has a nuclear program for U.S. power? Keep the conversation, in which the groups present their opinions, they read. Then, students write letters to their representatives to express their views on nuclear safety.
Understanding nuclear collapse
What is a nuclear disaster, and what dangers are there? Students watch this video, please use the interactive "How a reactor shutdown and what happens in a Meltdown" and read the article "A look at how a partial Meltdown." They then create podcasts explaining the process of merging into the sound. How can they make information clear to an attentive audience, without visual aids?
Note: To solve the problems of nuclear energy, nuclear power plants and reactors, collapse, radiation and related issues, see our lesson "The crisis in Japan. Include nuclear energy and reactors "
Understanding earthquakes
What are the causes of earthquakes and tsunamis? Students find the interactive feature "How to switch plates caused the earthquake and tsunami in Japan," and then create three-dimensional models to show the movement of tectonic plates, which led to a shock and water increases.
Understanding tsunamis
How can unleash a flood of so much destruction? Ask students to read and discuss the article "the destructive force of water." Thus, by using our lesson "It comes in waves," students learn about the behavior and different origins of tsunami waves, then research and chart the course of some tsunamis in recent history.
As for the history of the earthquake and tsunamis
How strong was the earthquake 9.0 Sendai compared to other devastating earthquakes, like those that have hit Haiti and Chile last year? What the earthquake the most destructive - or tsunamis - in human history? How the 2011 Japanese tsunami and its impact comparable to that of 2004-Tsunami in South Asia? What can you learn from the events that apply here? What we have yet to try to understand? Students create a slideshow of information illustrated history earthquake and tsunami to answer these questions.
Reflect on disaster preparedness
What role building codes and disaster drills across the devastation in Japan? How the structures built to withstand an event such as a major earthquake? Students design, build and test model towers. For example, they are building a joint base and a second rubber pads bonded to the base. They test their structures by using our experience in organizing laboratory (PDF) document what happens to each model by shaking the base to simulate the motion of the earth in an earthquake. Otherwise, they examine the United States of the earthquake and tsunami warning systems and propose ways to quickly disseminate information to citizens in case of major disasters, natural or manmade.
The examination of life after the destruction
What was life like for the survivors in the days after the disaster? What's next for the people of northern Japan? Students read about what life was like for the people of Sendai, in the days after the earthquake and tsunami and what residents Natori again found following the devastation. Then create haiku poems or found in life after the disaster by using words and prayers for the selection of these items. In class, discuss how it would feel to return to his hometown after such devastation.
Understanding the economic effects of
As Japan's economy is threatened with devastation and the resulting interruption of electrical power and water? How is the Bank of Japan is responsible? What impact has been a disaster for the Japanese stock market? How much should cost a disaster, after all? Students use the Cause and effect graphic organizer (PDF) explains how this disaster had transformed the economic problems.
To explore the language of disaster
In early 2005, following the earthquake and tsunami in South Asia William Safire devoted a column on language usage of terms associated with the event, as "Tsunami" and "catastrophe". Students read the column, then create posters word web based on key concepts in the articles they read about the disasters in Japan, including excerpts from the articles.
Forging connections between literature and life
While students read this novel, set in Japan, as Yukio Mishima, "The Sound of waves" or Haruki Murakami "After the Quake," think of two doors, writing responses to the side of the text and links to news coverage of the earthquake and Tsunami in the second. This activity can also be made shorter tracks, as the story of Haruki Murakami, a boy carried out a wave of the sea (also available for Selected Shorts podcast) or a haiku is a pioneering Japanese poet Basho. Alternatively, a student reader to express their thoughts in the form of a novel on Twitter, a Japanese fashion.
Given the power of the healing arts
Students read about the Carnegie Hall Japanese Cultural Festival and explain why an event like this could take a new significance in light of recent events. In class, the plan of his own art to raise funds to both Japanese culture celebrates and raises money for relief efforts. The decision to donate the money you raise, see below the activity.
planning capabilities to help
How can we help? What kind of support will help more, now and in the long run? Learn how specific support organizations like the American Red Cross AmericCares, CARE and Doctors Without Borders, to raise funds and support for disasters such as that in Japan, as well as ongoing support throughout the world. Students then choose one of the organization and raise funds to maintain or create a service learning project in support of relief efforts in Japan.
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