New Orleans 5 - City Design Rebuilding the Most Culturally-Rich City in the United States

Original Team Goals  Project economic and racial demographics for a repopulated New Orleans  Create an ideal city and strip away the impractical characteristics to arrive at a plausible solution  Preserve the city’s history while accommodating modern social standards  Project economic and racial demographics for a repopulated New Orleans  Create an ideal city and strip away the impractical characteristics to arrive at a plausible solution  Preserve the city’s history while accommodating modern social standards

Revised Goals  Obtain a comprehensive understanding of New Orleans’ cultural history  Investigate the city’s current cultural significance  Convey each neighborhood’s social and cultural importance to the city as a whole  Examine how other areas have dealt with similar disasters  Obtain a comprehensive understanding of New Orleans’ cultural history  Investigate the city’s current cultural significance  Convey each neighborhood’s social and cultural importance to the city as a whole  Examine how other areas have dealt with similar disasters

Answers to YOUR Questions  Q: Which neighborhoods, if any, should be reclaimed as wetlands?  A: Generally deserted areas, those most prone to future damage determined by the history of levee breaches and current level of disrepair  Q: Which neighborhoods, if any, should be reclaimed as wetlands?  A: Generally deserted areas, those most prone to future damage determined by the history of levee breaches and current level of disrepair

Answers to YOUR Questions  Consider the most damaged neighborhoods: 1)Lower Ninth Ward 2)Chalmette 3)New Orleans East 4)Lakeview 5)Ninth Ward  Consider the most damaged neighborhoods: 1)Lower Ninth Ward 2)Chalmette 3)New Orleans East 4)Lakeview 5)Ninth Ward

Answers to YOUR Questions

 Q: What is the political climate like in the city?  A: General discrimination against the poor and minorities of New Orleans by local, state, and federal authorities  Q: What is the political climate like in the city?  A: General discrimination against the poor and minorities of New Orleans by local, state, and federal authorities

Answers to YOUR Questions  More on political climate: Bribery and corruption run rampant, especially in regards to levee maintenance; result - little to none is being done to rebuild the city  Solution? Education would promote awareness, understanding, and productivity in an ever-struggling city  More on political climate: Bribery and corruption run rampant, especially in regards to levee maintenance; result - little to none is being done to rebuild the city  Solution? Education would promote awareness, understanding, and productivity in an ever-struggling city

Answers to YOUR Questions  Q: What is the breakdown of population and demographics in pre and post Katrina New Orleans?  A: Pre-Katrina population: 454,863 vs. Post-Katrina population: 187,525  Q: What is the breakdown of population and demographics in pre and post Katrina New Orleans?  A: Pre-Katrina population: 454,863 vs. Post-Katrina population: 187,525

Answers to YOUR Questions  2000: Blacks-325,947; Whites- 135,956  Current: Blacks-86,917; Whites- 82,048  General population predictions have suffered from overestimation  Great reference site:  2000: Blacks-325,947; Whites- 135,956  Current: Blacks-86,917; Whites- 82,048  General population predictions have suffered from overestimation  Great reference site:

Current Plan  Preserve as many neighborhoods as possible  Encourage cultural events to continue and grow  Provide adequate social services to the returning population  Build, stock, and staff public schools  Begin changing people’s mindset at the very basic level of compulsory elementary education and encourage safer alternatives for housing and energy  Preserve as many neighborhoods as possible  Encourage cultural events to continue and grow  Provide adequate social services to the returning population  Build, stock, and staff public schools  Begin changing people’s mindset at the very basic level of compulsory elementary education and encourage safer alternatives for housing and energy