Curriculum
Course: Crisis Management
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Text lesson

learning Unit 1.2-DEFINITIONS – CHALLENGE, ISSUE, PROBLEM AND CRISIS

INTRODUCTION/MOTIVATION (15 minutes):

The lesson starts with a reference to the previous learning unit where pupils researched the crises (if applicable). The teacher connects the major crises to the fact that we are experiencing difficult situations on a daily basis, some more severe than others. The teacher explains that we generally describe these situations with different words and asks pupils for their suggestions… (aim to get to the concepts/words CHALLENGE, ISSUE, PROBLEM, CRISIS).

If the pupils can’t come up with all the concepts, the teacher mentions the missing ones. Explains that we are often using them as synonyms but actually, each of them has its own characteristics and definitions and we can scale them from the least to the most severe.

The teacher shows the animated ppt* and asks students with each step, which word they would use – to put them in order from least to most severe situation. (If there are no technological resources available, the teacher can simply draw a diagram on a whiteboard).

The teacher, with the help of ppt*, explains to pupils what each situation means and gives some examples.

He/she also explains how the situations can progress from one stage to another if not handled properly and at the same time, it can also go the other way – becomes less severe and digress, if we know how to deal with it.

*the ppt ‘Situation scale and definitions’ is an appendix to this lesson

 

MAIN PART 1 (15 minutes):

Teacher then asks students to write down their own examples of (5 minutes):

   challenges

   issues

   problems

   crises

The examples can be from their personal life (if they wish but not mandatory) or something they know/they have heard about.

The teacher asks random pupils to share their examples and guides the debate. (If the group is small and there is enough time, each pupil should participate.)

 

MAIN PART 2 (10 minutes):

Ask the students to think about and write down the possible solutions to the situations they put on paper. Again ask a few random pupils to share their solutions and before they leave class, encourage pupils to think more about the topic and how to deal with their challenges, issues, problems and/or crises even after class / at home.

 

As an aid to the teacher, there are a few examples with possible solutions to different types of situations listed below. Please note that these are merely suggestions for in-class discussion and not comprehensive solutions.

 

CHALLENGE:

Running a marathon

POSSIBLE SOLUTION:

   Decide when you want to do it (leave reasonable time for training).

   Make a training plan.

   Eat healthy food and give your body all the nutrients it needs.

   Ask others that have already done a marathon for some tips.

ISSUE:

Bad grade that you need to improve

POSSIBLE SOLUTION:

   Adopt a positive mental attitude

   Work out where you’re falling short

   Talk to your teachers and set up a (realistic) date for when you will improve your grade

   Organize your learning schedule accordingly

   Stop procrastinating

PROBLEM:

Losing a job

POSSIBLE SOLUTION:

   Tell people

   Make a budget adjusted to the change in your income

   Learn a new skill

   Give your resume a makeover

   Re-evaluate your career goals

   Search for available jobs

CRISIS:

Natural disaster

POSSIBLE SOLUTION:

   Identify emergency exits in your home and evacuation routes in your neighbourhood

   Establish a meeting place

   Plan for specific risks (which natural disaster is most likely to happen in your area? Plan accordingly).

   Prepare an emergency bag.

 

 

ASSESSMENT (5 minutes):

The teacher comments on pupils’ work and asks if after this lesson, they feel like they understand more about different situations and if the solutions they discussed can be useful to them.

 

OPTIONAL UPGRADE

The lesson plans can be upgraded with the use of modern technology.

Materials needed: phones / tablets / computers

In the MAIN PART 1, the teacher can use Mentimeter to make this part of the lesson more interactive and appealing to kids. Generally, it is simple enough to use, however, if the teacher is unfamiliar with this tool, he/she should take enough preparation time to learn how to use it.

Mentimeter is an online tool, free for basic use. It is available at: www.mentimeter.com

The teacher creates 4 presentation boards with titles:

1.     Examples of CHALLENGES

2.     Examples of ISSUES

3.     Examples of PROBLEMS

4.     Examples of CRISES

Each board has a code at the top, pupils simply need to go to www.menti.com, insert the code and they can participate without log-in. The teacher gives 1 minute for each of the 4 boards. The words/sentences pupils write instantly show on the board.

Adapt the other content of the learning unit and time accordingly.   

 

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APPENDIX

   You can find the ppt ‘Situation scale and definitions’ in a separate document file.

 

SOURCES

·       14 Ways to Improve Your Grades if You’re Underperforming. Oxford Royale. Available on: https://www.oxford-royale.com/articles/improve-underperforming-grades/

·       Bounce back stronger: 12 practical steps after losing your job. BetterUp. Available on: https://www.betterup.com/blog/losing-your-job

Lesson materials

CRIS Crisis Management - LU 1.2 - PPT (En).pptx 17 mb Download
CRIS Crisis Management - LU 1.2 (En).docx 5 mb Download
CRIS Crisis Management - LU 1.2 - PPT (Greece).pptx 17 mb Download
CRIS Crisis Management - LU 1.2 (Greece).docx 6 mb Download
CRIS Crisis Management - LU 1.2 - PPT (Italy) (1).pptx 17 mb Download
CRIS Crisis Management - LU 1.2 (Italy).docx 6 mb Download