Theory to Practice How Developing a K-12 Curriculum in Emergency Preparedness, Life Safety, or Homeland Security Can Lead to Resiliency

• Main Author: Vasquez, Albert
• Other Authors: Miller, Patrick
• Published: Monterey, California. Naval Postgraduate School 2012
• Online Access: http://hdl.handle.net/10945/17471

Approved for public release; distribution is unlimited === In 2002, The White House issued the National Strategy for Homeland Security. Since then, the federal government has authored several documents from the Department of Homeland Security and The White House relating to a growing recognition of developing a resilient United States. The documents identify regions, states, local agencies, communities, and individuals in order to develop a resilient America. The development of resiliency discussed in the documents needs to be addressed through a comprehensive program that includes an educational component that begins with a K-12 curriculum experience. Unfortunately, education is absent from any discussion on developing resiliency. In order for resiliency to be realized, children must be exposed to education that promotes resiliency and learn it in addition to the traditional three Rsreading, (w)riting, and (a)rithmetic. This thesis reviews the strategic documents issued by The White House and Homeland Security; reviews the world campaign on disaster risk reduction. This thesis then looks at teaching and learning strategies, a case study, selected educational theories, and the link between the educational theories and resiliency. The use of K-12 curricula seems the most plausible source of obtaining the goal of a resilient U.S.