COMMUNITY IN CRISIS
EDUCATOR GUIDE
Classroom, Inc. is a nonprofit that helps students develop
literacy and leadership skills. By creating digital learning games
and curriculum set in the professional world and supporting
educators in creating student-centered classrooms, we invite
students to take charge of their learning.
Classroom, Inc. envisions a world in which all students are given
an equal opportunity to discover the power of literacy and
leadership for success in school, career, and life.
Community in Crisis™ was developed by Classroom, Inc.,
in partnership with FableVision Studios.
Classroom, Inc. is grateful to the following advisors for
their contributions to Community in Crisis
Deborah Greig, East New York Farms
Matthew Phifer, Henry Street Settlement
Kevin Keeley and Joshua Sippen,
Community Health Action of Staten Island
Irma Rodriguez, Queens Community House
© 2015 Classroom, Inc.
All Rights Reserved
CLASSROOM, INC. is a nonprofit that develops literacy and leadership skills for middle school students. Students become the boss through our digital learning games set
in the professional world. In the process, they read closely, think critically, and solve
real-world problems, all while balancing the hectic demands of an exciting workplace.
Classroom, Inc.’s Community in Crisis™ is a unique learning program combining
online gameplay, reading, writing, and assessment. Developed for middle school students, Community in Crisis focuses on the aftermath of a major hurricane in the community of Port Douglas.
In the game portion of Community in Crisis, students take on the role of Director of
the Common Ground Community Center, a local organization responding to the effects
of the hurricane. Students must efficiently direct the Center’s operations, informed by
the needs of the community, in conjunction with the information collected from a variety
of workplace texts, including emails, research reports, and multimedia presentations,
as well as from conversations with clients and staff. Various staff members support
the student in achieving his or her objective, and students receive feedback on their
degree of success at the end of every episode.
THE UNIT
EXPERIENCE
EPISODE FLOW
The following pages provide what you need to support your students through
each episode of Community in Crisis:
1. A mini lesson to familiarize students with one or more
central concepts of the episode.
2. A summary of the story and target CCSS for each game episode.
3. CCSS-based whole-class discussion questions that prompt
students to analyze and extend their online learning.
PREPARE:
Episode
Mini Lesson
APPLY:
Online Episode
Summary
EXTEND:
Post-Episode
Discussion Questions
1
UNIT
COOPERATION
EPISODE
In the
Dark
1
Theme:
Cooperation
EPISODE CONCEPT
power outage
STUDENT OBJECTIVE*
I can define power outage
and identify its features.
EPISODE CHALLENGE
A woman comes into
the Center panicked
because her son, Feza, is
missing! Students need
to determine how to
mobilize volunteers and
allocate resources to
mount a search for Feza,
even though much of
Port Douglas doesn’t
have electricity.
* Display this objective at
start of class and ask a
student to read it aloud.
PREPARE: EPISODE MINI LESSON
BEFORE CLASS: You and your class will complete a Frayer Model based
on a central event in Episode 1 — a power outage. Copy the model below
onto the board. Include only the category headings and the term power
outage in the center. Alternatively, you may project the uncompleted model
on the following page of this lesson onto a whiteboard.
TAP PRIOR KNOWLEDGE (10-12 MIN)
Let students know that Episode 1 is set during a power outage caused by
a hurricane. Refer to the model on the board. Tell students its purpose
is to help them understand a word, term, or meaning of an idea. Explain
the meaning of the headings. Then call upon the class to help you complete
the model.
Before getting to the game, tell students they’ll come across two other
key terms in Episode 1. Write them on the board: emergency shelter (a
place, such as a building, that protects people against weather or danger)
and generator (a machine that makes electricity or another kind of energy).
Definition
of term
from the
game’s
glossary
A loss of electricity
for any amount of
time.
NOTE:
The teacher
call-outs show
what belongs
in each category.
Answers in
blue are
suggestions
only.
Ideas or
drawings
that show
meaning
of term
CHARACTERISTICS
DEFINITION
•
•
•
•
dark
no light
no power
use flashlights
Features
that help
students
recognize
and better
understand
the term
POWER
OUTAGE
TERM
Lamps don’t work in
a power outage
EXAMPLES
NON-EXAMPLES
Ideas or
drawings
that show
the opposite
meaning
of term
GET READY TO APPLY (1-2 MIN)
Let students know that in Episode 1 they’ll encounter the concepts and
terms you’ve discussed. Based on what they’ve learned, why do they think
this episode is called “In the Dark”? (There is a power outage in parts of Port
Douglas, including at Common Ground.)
Unit 1:
Cooperation
Episode 1:
Frayer Model
In the Dark
DEFINITION
CHARACTERISTICS
TERM
EXAMPLES
NON-EXAMPLES
EPISODE
In the
Dark
1
Theme:
Cooperation
Target Common Core
State Standard in
this episode: RI.5.9
Integrate information
on the same topic.
APPLY
SUMMARY: Power is flickering, communications are down, and the Common Ground Community Center is in disarray. A woman, Suna, has arrived
in desperate need of help. She has been separated from her young son,
Feza, who went missing from the emergency shelter where they were riding out the storm. Gabe goes out in search of the missing boy, while Mai
comforts Suna as best she can. Meanwhile, Clive mobilizes the Youth Task
Force members to get as many folks looking for Feza as possible. The Director’s efforts pay off when the player assembles the necessary information
to decide where to search for the boy and Feza is reunited with his mother.
EXTEND: POST-EPISODE
DISCUSSION QUESTIONS
CHECK FOR UNDERSTANDING (4-5 MIN)
To stimulate a discussion about key episode concepts, ask some or all of
these questions:
1.
What are some specific ways in which the power outages in Port Douglas affected employees of Common Ground on their first day of work after Hurricane Dante? Common Ground didn’t have electricity to power
computers and other office equipment, so everyone had to find different ways of working. Build Vocabulary; Find Evidence
2.
What place did Feza run away from, and why was finding him the most
important task of the day? He ran away from the emergency shelter, a
place that provides temporary housing for people who have nowhere
to go during or after a natural disaster. Feza is too young to be separated from his mother and his safety was at risk. Build Vocabulary; Infer
Meaning
3.
Why did Clive have a lot of questions about getting individual volunteers
to the Center so they could plan their search for Feza? Students should
recognize that the storm had displaced some of Clive’s volunteers, or
created other logistical problems for them; Clive had to look at their
individual situations to understand how they would get to the Center
and the best way to use them in the search for Feza. Find Evidence;
Make Decisions
4. Where did you send the volunteers to look for Feza—the park or Suna’s house? Looking back, did you make the right decision? How do you
know? Students should recognize that looking in the park was the right
decision because Feza liked to play there, and someone at the emergency shelter heard him say he was going out to play. Make Decisions;
Find Evidence
EPISODE
In the
Dark
1
Theme:
Cooperation
CCSS SL.5.1
Engage effectively in
a range of collaborative
discussions (one-on-one,
in groups and teacher-led) with diverse
partners on grade 5
topics and texts, building
on others’ ideas and expressing their own ideas
clearly.
EPISODE CHALLENGE
A woman comes into
the Center panicked
because her son, Feza,
is missing! Students
need to determine how
to mobilize volunteers
and allocate resources
to mount a search for
Feza, even though
much of Port Douglas
doesn’t have electricity.
BUILD VOCABULARY
If time allows, review
students’ understanding
of the episode concept
words, in bold.
EPISODE
X
2
Stranded!
Theme:
COOPER ATION
EPISODE CONCEPT
disaster relief
STUDENT OBJECTIVE*
I can identify and use the
term disaster relief.
EPISODE CHALLENGE
Many flood victims are
trapped inside their
homes in urgent need
of food and medical
attention. Students
must figure out a way
to get resources to
those who need them
as quickly as possible.
* Display this objective at
start of class and ask a
student to read it aloud.
PREPARE: EPISODE MINI LESSON
BEFORE CLASS: Copy the map below onto the board. Include only the
category headings and the term disaster relief at the top. Alternatively, you
may project the uncompleted map on the next page onto a whiteboard.
Answers in blue are suggestions only.
Keep the completed map on the board so that students can refer to it
as they play Episode 2.
TAP PRIOR KNOWLEDGE (10-12 MIN)
Tell students that in Episode 2, Common Ground is back open after a rough
first day. Refer to the map on the board. Brainstorm with students a list of
challenges that storm victims might face. Write them in the LIST box.
Point out the category names on the chart: Resources, Social Services
and Medical. Before continuing, make sure students understand the meaning of each heading. Then work with the class to divide the words into the
categories, explaining that doing so will make it easier to get help to those
who need it as quickly as possible.
WORD/CONCEPT
disaster relief
LIST
•
•
•
•
people injured
no food/water
people trapped
people need shelter
•
•
•
•
activities for kids
need to contact relatives
stress/trauma
emergency funds
GROUP
RESOURCES
SOCIAL SERVICES
MEDICAL
CATEGORY
CATEGORY
CATEGORY
• no food/water
• people trapped
• people need
shelter
• activities for kids
• need to contact
relatives
• emergency funds
• people hurt
• stress/trauma
GET READY TO APPLY (1-2 MIN)
Tell students that in Episode 2, the Director learns just how serious the situation is for the residents of Port Douglas. Based on what they’ve learned,
what kind of help is needed ASAP? (Students should recognize that the
residents’ immediate needs include emergency medical treatment, food
and water, contact with relatives and somewhere to stay.)
Unit 1:
Cooperation
Episode 2:
List–Group–Label
Stranded!
WORD/CONCEPT
LIST
GROUP
CATEGORY
CATEGORY
CATEGORY
EPISODE
2
Stranded!
Theme:
Cooperation
Target Common
Core State Standard
in this episode:
RI.5.4 Determine
word and phrase
meaning.
APPLY
SUMMARY: Common Ground is back open after a rough first day, but the
Director learns that the majority of people in Fog Hollow, a poor neighborhood, are trapped in their homes due to flooding, and badly in need of food
and medical attention. Meanwhile, Pierre—who has experience dealing with
the earthquake in Haiti—seems like he’s trying to take over operations. The
Director, juggling available resources with safety concerns, must come up
with a plan to get staff and supplies to those who need them most.
EXTEND: POST-EPISODE
DISCUSSION QUESTIONS
CHECK FOR UNDERSTANDING (4-5 MIN)
To stimulate a discussion about key episode concepts, ask some or all of
these questions:
1.
Why was it difficult to get supplies through to some of the flood
victims? What surprising thing did Clive find out that changed the
whole picture? Roads were flooded or otherwise blocked, preventing
supplies from getting through. Clive discovered that a bike route was
left unscathed by the storm; the Director was able to send out a team
to bike the supplies in. Find Evidence, Make Decisions
2.
What do the stranded storm victims need most? Why is it important
to get to them immediately? Students should recognize that lifethreatening conditions such as extreme hunger, thirst, and physical
injury are the top priorities. Find Evidence
3.
How do you think Pierre’s experience in a previous disaster helped
prepare him for the situation in Port Douglas? How were the two
occurrences similar? How were they different? Pierre’s work with the
survivors of the earthquake in Haiti prepared him to work in a crisis
situation; he knew what it was like to think and act fast and work under
tough conditions. Build Vocabulary; Infer Meaning
4. What was your decision about which staff member to send out? Were
you happy with your choice? Why or why not? Students should recognize
that Pierre has a medical background, which makes him perfect for the
job. (In addition, playing such an important role in the recovery effort
might make him feel more appreciated.) Mai, on the other hand, is not
a medical professional; her experience is in social work. Find Evidence;
Make Decisions
EPISODE
2
Stranded!
Theme:
Cooperation
CCSS SL.5.1
Engage effectively in a
range of collaborative
discussions (one-on-one,
in groups and teacher-led) with diverse
partners on grade 5
topics and texts, building
on others’ ideas and
expressing their own
ideas clearly.
EPISODE CHALLENGE
Many flood victims are
trapped inside their
homes in urgent need
of food and medical
attention. Students must
figure out a way to
get resources to those
who need them as
quickly as possible.
EPISODE
3
House
and Home
Theme:
Cooperation
EPISODE CONCEPT
compromise
STUDENT OBJECTIVE*
I can explain what is
meant by compromise.
EPISODE CHALLENGE
Mai and Gabe squabble about whose client
should get the one
available apartment.
Students must come up
with a plan that leaves
no one out in the cold.
* Display this objective at
start of class and ask a
student to read it aloud.
PREPARE: EPISODE MINI LESSON
BEFORE CLASS: You and your class will complete a Frayer Model based
on a central concept in Episode 3—the importance of compromise . Copy the
model below onto the board. Include only the category headings and the
term compromise in the center. Alternatively, you may project the uncompleted model on the next page onto a whiteboard.
TAP PRIOR KNOWLEDGE (10-12 MIN)
Tell students that in Episode 3, two staff members have very different ideas
about how things should be done. It will be up to them, as Director, to find
a solution so that both staff members can each accomplish their goal of
helping their clients.
Refer to the model on the board. Tell students that its purpose is to
help them understand what it means to compromise. Explain the headings
and have students help you complete the model.
Definition
of term
from the
game’s
glossary
When both sides give
up some of their
demands and agree
to meet somewhere
in the middle.
NOTE:
The teacher
call-outs show
what belongs
in each category.
Answers in
blue are
suggestions
only.
Ideas or
drawings
that show
meaning
of term
CHARACTERISTICS
DEFINITION
• each side gets some
of what it wants
• no side gets everything it wants
Features
that help
students
recognize
and better
understand
the term
COMPROMISE
TERM
• Two people arguing
to get their own way.
EXAMPLES
NON-EXAMPLES
Ideas or
drawings
that show
the opposite
meaning
of term
GET READY TO APPLY (1-2 MIN)
Let students know that compromise becomes even more important when a
situation is critical and human lives are at stake. Ask: Why do you think the
Center is named “the Common Ground Community Center”? What does the
name suggest? (Even though people in Port Douglas have different needs
and interests, the Center is a place they can focus on what’s common
among them—making their community the best it can be.)
Unit 1:
Cooperation
Episode 3:
House and Home
DEFINITION
Frayer Model
CHARACTERISTICS
TERM
EXAMPLES
NON-EXAMPLES
EPISODE
3
House
and Home
Theme:
Cooperation
Target Common Core
State Standard in this
episode: RI.5.4
Determine word and
phrase meaning.
APPLY
SUMMARY: Mai and Gabe are working together to respond to the most
critical needs in the community, but with two different clients who’ve been
displaced by the storm—and only one available apartment—they squabble
about whose client deserves the break. The Director has to balance the
competing priorities and investigate alternative solutions to figure out
which client is most in need and who has other options they can fall back on.
EXTEND: POST-EPISODE
DISCUSSION QUESTIONS
CHECK FOR UNDERSTANDING (4-5 MIN)
To stimulate a discussion about key episode concepts, ask some or all of
these questions:
1.
What did Mai and Gabe argue about? What did each of them want? Why
couldn’t they both get what they wanted? Each of them had a client
who needed housing; unfortunately, there was only one apartment
available. Mai and Gabe argued about whose client needed it more.
Find Evidence; Infer Meaning
2.
Why did Mai and Gabe have a hard time finding a solution to the
problem with their clients? Students should recognize that Mai and
Gabe had strong opinions about the problem and that they each “dug
in”—became more stubborn—rather than consider their options to
come up with alternate solutions. Infer Meaning
3.
What was your decision about who gets the apartment? How did you
come to that decision? Students should recognize that especially
because Agustin’s wife was having a baby, he and his family need to
be together and had the greater need for emergency housing. Find
Evidence; Make Decisions
4. What information about the clients helped you figure out what to do?
Mai’s client, Tia, has more options: she is a single adult, a college student
who can receive support and housing from her school. Gabe’s client,
Agustin, has a whole family that can be housed in the apartment and he
does not have other options. Find Evidence; Make Decisions
EPISODE
3
House
and Home
Theme:
Cooperation
CCSS SL.5.1
Engage effectively in a
range of collaborative discussions (one-on-one, in
groups and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly.
EPISODE CHALLENGE
Mai and Gabe squabble
about whose client should
get the one available
apartment. Students
must come up with a plan
that leaves no one out in
the cold.
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