1. Teaching the Levees: An Interdisciplinary Approach to Rebuilding New Orleans Frederick Douglass High School Center for Engineering and Applied Technology (CFEAT) Atlanta, Georgia

2. Background The Frederick Douglass High School Center for Engineering and Applied Technology Small Learning Community utilized the School Achievement Plan as a basis for constructing an interdisciplinary unit of study. Small families which consist of grade level teams were given the challenge to develop a thematic unit utilizing the engineering theme “wave” across the curriculum. The topic chosen by the community was based on a deconstruction of the Hurricane Katrina disaster.

3. Instructional Focus In 2006, Spike Lee produced an award winning documentary When the Levees Broke: A Requiem in Four Acts . This film used powerful imagery to convey the social, political and economic effects of the disaster as well as an in depth analysis of the levee breaches. In the spirit of this film, lead teachers were given the challenge to intersect the aftermath of the disaster with a collective effort to reexamine all aspects of the tragedy with a concise instructional focus.

4. The central engineering component consisted of student reconstruction of the levees. Thus, all content areas designed lesson plans in accordance with the thematic unit implementation schedule from September-December 2007 for the culminating activity. Meaningful Connections

5. Frederick Douglass High School Achievement Plan The advent of small learning communities will provide countless opportunities for interdisciplinary instruction. Teachers will be required to plan, implement and evaluate collaborative units of instruction that feature an emphasis on essential learnings in math, science, social studies, language arts and SLC themes of pre-engineering and applied technology; fine and performing arts, multimedia, NJROTC, travel, hospitality and marketing.

6. Structural Considerations Small Learning Communities Reorganize the traditional department structure and foster the use of teacher teams provided with ample planning time to integrate the curriculum.

11. Frederick Douglass High School Implementation Model Frederick Douglass High School maintains a school-within-a-school model for interdisciplinary teaming. This student centered structure creates the vehicle for critical dialogue during a common preparation period.

12. For example, the English/language arts department and social studies departments often coordinate thematic units to incorporate textual reading comprehension and technical writing across the curriculum while tying historical concepts to real world problems. Also, collaboration works to include school wide targets in reading, writing, and mathematics. Frederick Douglass High School Implementation Model

13. In addition to SLC focused planning activities, the team meets at least once a week to discuss progress, and review the implementation timeline. Staff in-service days are also embedded in pre-planning meetings to review differentiated instructional methods-such as integrated coursework, project based learning, field trips and community exhibitions. Frederick Douglass High School Implementation Model

18. Sample List of Activities Science 9th grade Biology Creating a DNA Database for Identification Math 11th grade Analysis Analysis of a Hurricane Language Arts 11th grade American Literature Poetry Display of Katrina Victims Social Studies 11th grade U.S. History Cultural Mapping the Katrina Diaspora Migration Foreign Language 10-12th grade Spanish Katrina News Broadcast Engineering 10-12th grade Engineering Concepts New Levee Design

20. Works Cited Hyman, R. Interdisciplinary Unit Template, Caldwell College (June 19, 2008)www.efsk6.org/6109071410393/lib/6109071410393/ED_500_Final_Interdisciplinary_Unit_Template.doc Meier, Deborah, “Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform” National Association of Secondary School Principals Reston, VA (2006)