U N I T R E S O U R C E S
SHIFT CHANGE—STATUS REPORT
It is now 8:00 am (the second morning).
During the night, the public works department began repairs on the known broken water mains. The water towers are back
up to capacity, but water service is provided to only a small portion of the town (Main St./Depot area and Lawrence
Rd./Cluff Rd. area).
The sewer system is completely out of service and sewerage is beginning to leak into some streams and onto roads. All
power in town went out for most of the night and is beginning to come on in sections. Cable TV is still out. The cracks in the
dam at Arlington Pond appear to be worsening.
The evacuation center has housed approximately 200 people who are in need of food.
The Police Department spent a long night dispersing looters and making arrests. Approximately 20 people are in custody.
The Fire Department responded to several building collapses, two house fires, numerous downed power lines, and 15
ambulance calls. Most of the patients were taken to a temporary first aid station.
Two relatively minor aftershocks were felt during the night.
Decisions are made, aid is rendered, and nerves are wracked as each shift struggles with a seemingly endless onslaught of
high-priority problems. At times, the EOC becomes a jumble of noise and confusion. Internal communication deteriorates
and priorities temporarily blur. Selectmen try to solicit information from the building inspector, only to find him tied up with
both the public works director and the health official. Finally, the emergency management director shouts for order, quieting
the din and returning the EOC to a semblance of organization. After 180 minutes, simulating 24 hours of emergency
responses highlighted by a telephone call from the Director of FEMA, Mr. Stickney, the drill concludes with a press
conference.
As we await the arrival of lunch, all participants are relieved, excited, exhausted, and slightly saddened to know the project
has reached its end. Students share the disasters and the responses of each shift. Some write feverishly in their journals, not
wanting to forget a single moment. As the 30 pizzas arrive, students and staff alike enjoy a carefree lunch and conversation.
With lunch cleared away, the group assembles for the anticipated critique and debriefing. Town and state emergency
management officials have many kind words for the students, followed by praise from Salem’s emergency management
director and the teacher. In spite of the positive input, students decide that their hazard plan can be improved, and request
permission to keep the document for that purpose.
At 1:15 p.m., the students, document in hand, say their good-byes and their thanks as the teachers and directors shake hands.
After a short ride, the once and future emergency managers are back in school, heading off to their last-period class. These
96 young teens have had the experience of a lifetime, gaining a priceless perspective on their community and themselves.
Project Strengths and Weaknesses
The success of the project far exceeded all expectations. Students were able to not only synthesize a plan for dealing with a
natural disaster, but also put their plan into action. There were some areas of concern, however.
Even though the plan allotted 15 decision-making roles, representing town officials, and another 15 staff roles in the EOC,
there were, several students who had to double up in order to participate in the EOC’s operation. The EOC was always
overcrowded with students, adult advisors, state and regional observers, and media.
The strengths were numerous. This activity was truly student centered. Students took the initiative in researching and
preparing the plan, several times even meeting after school and on weekends. Additionally, students had to make dozens of
community contacts to gather materials and information. There was a rush of positive public relations for both the school and
the town of Salem. Print media from Lawrence, MA, and Salem, NH, as well as TV news from Manchester, NH, covered the
drill. Most satisfying to the teacher, the students ended the experience still wanting to do more, as they communicated
through their lengthy and detailed journals.
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