Context: This lesson is in case of an emergency such as a natural disaster, unexpected death or serious illness, terrorist attack, or any other situation in which your students cannot focus on their schoolwork.

Objectives:
- Throughout the day, students will demonstrate their understanding that they are in a safe place and with people who care about their feelings by expressing their emotions though a variety of means.
- By the end of the day, through open-ended discussion between and among students and teachers, students will demonstrate the ability to distinguish facts from rumors about the situation by stating factual comments in conversation.

Benchmarks: This lesson is designed to meet the deficiency needs of children (Maslow). Maslow’s Hierarchy of Needs states that people must have their physiological, safety, belongingness and love, and esteem needs met before they can focus on learning.

Preparation:
- Have regular class meetings and check-ins already established.
- Have a safe classroom environment already established.
- Have a positive rapport established with students and parents/guardians.
- Have different centers in place including a comfort corner where children can go whenever they are feeling sad or angry.
- Have knowledge of the facts regarding the situation at hand.

Things to Remember:
- The biggest fear for children is separation from their parents and whether the situation is their fault.
- Don’t dismiss their fears. Whatever they may be, they are legitimate.
- Discuss what is being done to ensure their safety.
- Be honest.
- Present information that is appropriate for the age of your students.
- Share your own feelings.
- Initiate conversations (How are you doing? What have you heard? Tell me what you know about that.)
- Explain the situation (i.e. What is terrorism?)
- Recognize the positive aspects of the situation.

Lesson Introduction: Begin with the a check-in. The students should be familiar with this format. Use these prompts: How are you doing? What have you heard? Tell me what you know about that. Allow students to discuss the current events or anything else that may be on their mind.

Sharing Objectives: “We are here to make sure we all feel safe and that everyone has the chance to share and express their feelings.” This is an ongoing sharing of objectives. “We are here as a community to help each other.” This discussion should be continued on the basis of interest and comfort level.

Learning Activities: Continue to share feelings, dispel rumors, and provide facts. At this time students’ needs will vary. Students should have the opportunity to go to various parts of the room to cope with the situation in different ways. Those who would like to further discuss the situation may. Resume daily routine, assuring students that they are free to go to the different comfort areas whenever they feel it necessary.

Some different activities to use during this time:
- Journal writing to express feelings or to get their mind off the situation.
- Small group discussions about thoughts and feelings or anything else.
- Drawings to express emotions or to get away from the weight of the situation.
- Discussions about good and bad choices. “What other choices could the “bad” people have made?” (if appropriate) “What are some good choices you could make to help in the situation or to help your classmates who are having a hard time?”
- If appropriate, discuss racism. Explain that not all people from a particular race or ethnicity are like the “bad” people.
- Read the following books to demonstrate to children that their emotions are justifiable and that other kids may have the same feelings:

A Terrible Thing Happened by Margaret M. Holmes
Double-Dip Feelings: Stories to help children understand emotions by Barbara Cain
Gentle Willow: A story for children about dying by Joyce C. Mills, PHD
Proud of our Feelings by Lindsey Leghorn

Closure: The day should end by revisiting the students’ thoughts and feelings. Another check-in, or check-out, may be a good way to go about this. It is important to understand that students will feel the need to return to the subject matter and continue discussions as the days pass.
Ideas for a culminating project:
- Write letters to those affected.
- Learn about what is needed by those affected (food, blankets, clothing, money, etc.)
- Continue to learn about the event.
- Search for the positive aspects of the situation.

Student Evaluation: Be aware of how children are reacting to the situation and watch for behavior changes.

Teacher Self-Reflection: Continue to learn about the event. “What can I do better now that I know my students’ reactions to the event?” Remain composed, yet share my feelings with the students. “How can I best meet the needs of my students, as well as my own needs?” Continue to be extremely sensitive to my students’ questions, affect, behavior, etc.