TEACHING CLUES AND CUES
In most parts of the
country, there has not
been any significant
effort to coordinate
P ROC E DUR E
A. Introduction
Begin by asking students what they would do if an earthquake struck
the area where their school is located. Help them to recognize that the
most important immediate response is not to panic and to seek cover
as quickly as possible. The most available cover in the classroom is
the protection offered by the desks and tables the students are using,
so “drop, cover, and hold” is the first response. If you have not done
so recently, conduct a drop-and-cover drill now, using the instructions
in Unit 5, Lesson 2.
Now expand the discussion to determine what students think would
happen in their community if the earthquake was powerful enough to
cause both loss of life and major property damage.
community resources to respond to
a major civic emergency like an
earthquake. This planning scenario
is intended to address an emergency
resulting from an earthquake, but the
process will yield procedures for
dealing with other kinds of disasters
as well.
Q
How would the community respond?
Q
Who would be in charge of managing the rescue operation?
Q
Who would be in charge of long-term recovery?
Q
What plans are already in place to assure that the emergency would
be responsibly managed?
B. Lesson Development
1. Explain the purpose of the simulation and tell students that they will
be playing the roles of community leaders charged with developing an
outline for emergency management in the event of a disaster resulting
from a natural or human-made hazard. They are meeting to develop a
system to manage the effects of an emergency, preserve life and
minimize damage, provide necessary assistance, and establish a
recovery system in order to return the city to its normal state of affairs
as quickly as possible. Their plan must define clearly who does what,
when, where, and in what order to deal with the community crisis.
Each student will adopt the role that she or he began learning about in
Lesson 3 of Unit 1. For this activity, however, they are citizens of
Edenton, a mid-size city located in an area of moderate risk for
earthquake activity. In the late summer and fall, brush and forest fires
also pose a threat to the community. Other disaster situations could
develop from terrorism, civil disorder, a major transportation accident
like a bus or train wreck, or an accident involving the release of
hazardous materials. When the emergency exceeds the local
government’s capability to respond, city officials may also call on
state and federal governments for assistance.
2. Project the back of Master 6.1a, Edenton Map and Profile, and go
over the information with the class. Then project the map. Distribute
copies of both sides for students’ reference.
3. Direct students’ attention to the map of Edenton on Master 6.la. On
the basis of the information provided, and other knowledge of the
community they have gained from the profile, ask students to identify
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