U N I T R E S O U R C E S
Earthquake in Salem, NH
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So why dabble with earthquakes, not to mention the town’s Emergency Management Plan? Because high school students are
interested in earthquakes. Earthquakes are unpredictable, damaging, and loud—characteristics admired and even shared by
many teenagers. Moreover, the teachers saw a need for earthquake education, preparedness, and response within the
community.
In preparation for this major project, classes throughout the year dealt with process strategies and critical skills. Skills
including decision making, problem solving, communication, cooperation, and documentation were addressed, rehearsed,
refined, and incorporated into our classes. Additionally, students carried out many short-term projects in the field of plate
tectonics and seismology. Specifically, students researched, modeled, and demonstrated types of seismic waves, seismic
forecasting, hazard assessment, and New England’s seismic history.
The next step in the project involved a contact with the person in Salem responsible for emergency management. The teacher
had to determine if the anticipated needs existed and whether or not direct community involvement was possible. Salem’s
fire chief, who also serves as its emergency management director, acknowledged a void in the town’s disaster response and
was completely open to student input and community cooperation. As the teacher and the director discussed their needs, the
project evolved into what they hoped would be a truly meaningful experience. Ninety-six of Salem’s teenagers might
permanently and positively affect their community.
The teacher expressed the following goals:
A. Students will develop and implement a solution with an educational component to a real problem in our community. They
will:
1. do community-based research
2. incorporate many information-gathering techniques
3. use a maximum number of resources
4. use preexisting models and/or plans where appropriate
B. Students will select, implement, and refine certain process skills, such as decision making, problem solving,
communication, cooperation, and documentation.
C. Students will be able to describe all major theories on plate tectonics as well as how those theories relate to earthquakes.
D. Students will be able to describe New England’s earthquake history and its susceptibility to future seismic activity.
E. The adults will empower students to come up with their own plan in an open environment with a minimum of restrictions.
Planning, Planning, and More Planning
The director suggested a drill that would test the students’ solutions as a way of summing up and evaluating the project. This
drill would not only satisfy the teacher’s desire to test students, but also provide a rehearsal of the town’s Emergency
Management Plan. The teacher and the director outlined the town’s need for a hazard plan and discussed the specific ways in
which students might meet that need. A time and date for the drill were set, and a letter to the students was drafted,
recognizing their recent experiences in these areas and requesting their aid.
The next task was kicking off this 15-day extravaganza by arranging for expert speakers to come into the school. Issues
discussed included seismology, engineering, hazard assessment, emergency response planning, and plan implementation. All
of our guest experts graciously supplied printed materials to supplement their presentations.
On kick-off day, the educators and the experts decided students needed additional guidelines to properly design a hazard
plan. The design of the plan was separated into five areas—communication, evacuation, hazard assessment, private
resources, and public resources. As the first few days passed, students struggled to prioritize the components of the problem
and divide up responsibilities. The teacher carefully guided students by questioning them and challenging them to use skills
and knowledge they had already developed.
Meanwhile, the director scripted the drill, provided the teacher with the roles and titles students would assume during the
drill (see list below), and secured access to a wide variety of resources. The resources included a college text, Federal
Emergency Management Agency (FEMA) pamphlets, and a blank hazard plan illustrating plan design. Also made available
were the telephone numbers of the town’s department heads and of state and regional emergency management personnel,
and lastly, the most precious resource of all, personal attention and dedication. The New Hampshire Office of Emergency
Management and its natural hazards program specialist also provided generous amounts of both time and materials.
