Course: Crisis Management
Text lesson




1st lesson (45 min)


a)     If the pupils previously did any of the learning units 1.1-1.3 the teacher can refer to those and mentions that in the previous lessons pupils were already thinking about and discussing different types of crises and searching for solutions. He/she explains that in the session they will upgrade their knowledge and learn about a structured way how to deal with crisis and how to make a crisis management plan.

b)     If the pupils have not done the previous learning units, the teacher can form the introduction differently – simply by mentioning that everybody stumbles upon different situations in life that can have a negative impact like challenges, issues, problems, and crises. In this lesson, they will talk about how to deal with them.

The teacher then shows the pupils a short ppt*, firstly, explaining how in the case of large-scale crises, organisations and states have very complex crisis management plans that include several steps and different teams of people, like: include risk analyses, activation protocols, command centre, response action plans, communication programs, resources, training, and more. Showing slide:


The class can then discuss the organizations they know and pupils give examples of cases these organizations would have prepared a crisis management plan for.

The teacher can help them with some examples:

·       A STATE: has a crisis management plan for a pandemic outburst

·       A CHEMICAL PLANT: has a crisis management plan in case of leakage of dangerous substances

·       A COASTAL TOWN IN THE ENDANGERED AREA: has a crisis management plan in case of tsunami


*The ppt is an appendix to this learning unit.


MAIN PART 1 (15 minutes):

Then the teacher continues with the explanation that also in case of smaller crises that affect each person, no matter how big or small they might seem, we need to know that there is always a solution or a way to make things better/easier. These crises can be handled in a similar way to the large-scale ones, but with a much simpler management plan that everybody can come up with and adapt to their situation (showing the next slide):


The class goes through the steps and compares the cases from the previous lessons to these – did their solutions include these steps? Could the solutions be improved by following the management plan? (if applicable)

If the pupils don’t come up with their own cases, the teacher can remind the pupils they discussed having a bad grade that needs to be improved. In this case – would it help to follow the steps of the crisis management process? (The obvious answer is yes.)

Then the teacher can use the case of a wildfire, which contrary to a single bad grade is a large crisis but can also be handled by the same steps, using a crisis management plan. This way the teacher shows the pupils that a crisis management plan is applicable to any situation, no matter how high or low it is on the severity scale.



MAIN PART 2 (15 minutes):

In this part the pupils will perform group work on cases of personal crises. The teacher introduces this part with the information with the sentence: ‘…After all that we already talked about it is important to be aware that for an individual sometimes even greater courage and decisiveness is required to overcome a difficult personal crisis…’ or similar.

The teacher divides pupils into groups of 4-5, each getting one case to work on. If there is a larger group of pupils, more groups can work on the same cases.



   Parent’s divorce

   Eating disorder


   A person with learning difficulties and bad grades

   Death in family

The cases are presented on the cards** that the teacher distributes among groups.

** The cards are an appendix to this learning unit.


1)     The groups get their card and try to put themselves in this person’s shoes. They should discuss what this person is like, how he/she feels – give them a personality. In this way the pupils will connect to this imaginary person easier.

(If the name choice is inappropriate since the pupils should avoid referring to a real person, the teacher should change the names or use the cards without names).

2)     Following the 4 points of the presented Simple Crisis Management Process, they should discuss how to resolve the crisis. Again, writing down the main points.

The students have till the end of the class to work on their cases, each group will present their work in the following lesson.


ASSESSMENT (5 minutes):

Quick discussion on how far along with the search and preparation of presentations have the pupils come in the first part of the lesson.


2nd lesson (45 min)


Brief recap of the 1st lesson and continuation of the lesson by additional group work on cases and preparation for presentations. Teacher should circling among groups to guide and help the pupils, if needed.


MAIN PART (25 minutes):

Pupils should have enough time to come up with a crisis management to make presentations. The presentations can be done on ppt or in any innovative way the teacher and class agree on. Or if time is short and computers are unavailable to pupils, the presentations can also be simple – a representative of each group reads out loud their case.


ASSESSMENT (5 minutes):

The teacher makes some final comments on pupils’ work, asks what they have learned from the task and if they think it can help them with solving their own difficult situations.




   Power point presentation: Crisis management plan

   Cards with cases  (version with names and blank version)






















Lesson materials

CRIS Crisis Management - LU 1.4 - PPT (En).pptx 2 mb Download
CRIS Crisis Management - LU 1.4 (En).docx 6 mb Download
CRIS Crisis Management - LU 1.4 - PPT (Greece).pptx 2 mb Download
CRIS Crisis Management - LU 1.4 (Greece).docx 7 mb Download
CRIS Crisis Management - LU 1.4 - PPT (Italy).pptx 1 mb Download
CRIS Crisis Management - LU 1.4 (Italy).docx 6 mb Download