by Hadi Setyono

Created on: April 27, 2009   Last Updated: May 02, 2009

It is useful to be assured that the heavings of the Earth are not the work of angry deities. These phenomena have causes all their own.

It seems that nowadays more than ever we continue to read about natural disasters affecting diverse cultures all over the globe. It is difficult to go for a day without reading about some natural disaster affecting one or another part of the world. From flash floods, to earthquakes, to severe weather and droughts, natural disasters affect all nations directly or indirectly. These natural disasters are said to be the direct consequences of humans effects on the environment. Factors such as human sprawl, the over-exploitation of natural resources, pollution, overpopulation, etc.; are considered to be explanations as to why these natural disasters occur and why they have such dire consequences. But, is this accurate and how have these disasters been explained throughout the ages?

This unit explores content concepts related to the scientific and non-scientific reasons as to why and how natural disasters originate. Additionally, it looks at the way that throughout the ages, different cultures have attempted to explain why these disasters take place. Furthermore, this unit is written with the second language learner in mind. Although, I often will refer to the students as English Language Learners (ELLs), unless otherwise mentioned, this term will be inclusive of all language learners and thus will refer to all second language learners. Thus, the English speaker learning Spanish in a dual language, a structured immersion program, or in a bilingual program, is at the heart of the lessons and strategies here presented. In addition, the unit is an exercise in integrating the national TESOL (Teaching of English to Speakers of Other Languages) standards and the different content standards in social studies, and science.

The goal of this unit is to provide the classroom teacher with some model activities that integrate the TESOL and content standards in the four language domains of listening, speaking, reading and writing, as the students explore the theme of natural disasters and related myths. Students then are asked to explore some first hand and second hand accounts of major natural disasters affecting the New England states such as the hurricane of 1938, the blizzard of 1888, or the year without a summer (1816).

In order to accomplish this, It will content about:

1 Differentiate between scientific and non-scientific rationales to natural

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