TEACHING CLUES AND CUES
Be sure students under-
stand that the lines they
draw around these
areas are only rough
indica
tions. In reality, each would be
surrounded by a zone of influence, in
which repercussions would also be
felt.
Students may choose
whether to work in
committees for part of
the planning period or to
all of the following. (The student who is playing the role of city
manager will mark the transparency as indicated, using a different
color for each type of information.)
a. at least one area where you could expect landslides, liquefaction
failures, and/or fault ruptures. (These areas should be outlined and
numbered.)
b. at least two groups of blocks where you could expect concentrated
building damage. Include at least one commercial and one residential
block group. (These areas should also be outlined and numbered, and
may be referred to as Concentrated Damage Area 1,2,3, and so forth.)
c. major facilities, such as hospitals, schools, government buildings,
and high rise buildings that might be rendered at least temporarily
unusable by an earthquake or other natural disaster.
d. highway overpasses, roads, and other transportation facilities that
might collapse or be left impassable by an earthquake.
4. As a review, and to focus students on the roles they have been
learning about, ask each to prepare a brief job description. Have
students exchange their job descriptions with each other and ask and
answer questions until they are clear about the functions and
responsibilities of each. Master 6.lb contains some sample job
descriptions for your reference.
5. Once roles have been reviewed and job descriptions written, project
Master 6.1c, Phases of an Effective Management Plan. Have the city
manager convene the Edenton Emergency Management Planning
Committee and call the meeting to order.
6. Students will work together to develop a plan. The city manager,
referring to the Phases transparency, will remind the group that every
plan must have three parts:
a. Before: preparations to be made before an emergency strikes, such
as purchasing safety equipment, upgrading building codes, and
educating the public.
b. During: strategies for emergency response during an earthquake or
other crisis. Lines of communication will be particularly critical in this
phase.
c. After: recovery plans for returning the community to conditions as
normal as possible.
7. When the group has completed its emergency management plan,
provide time for students to report the details of their plan. Help them
to evaluate their plan by asking these questions:
remain in one group.
Q
Is the plan realistic and timely?
Q
Is it comprehensive?
Q
Is it cost-effective?
Q
Do we have the resources to implement it? If not, how might we
obtain additional resources?
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