ga 2017 presentation - british red cross resource - alan parkinson and lucy tutton
TRANSCRIPT
Exploring the humanitarian
impact of earthquakes
Alan Parkinson – CGeog, FRGS, FRSGS
Head of Geography, King’s Ely Junior
Freelance geographer and author
Lucy Tutton
Youth Product Development Manager,
British Red Cross
“We urge all geography teachers to download this free resource and encourage young people
to think about the humanitarian impact of natural disasters. This invaluable resource pack has
been created with the technical input from the British Red Cross combined with the expertise
of GA teacher consultants.”
Rebecca Kitchen, Secondary Curriculum Leader
at the Geographical Association
“The resource is fantastic in terms of pedagogy
with some wonderful activities for key stage 3 and
some useful case study material for GCSE.”
Sue Warn, author and chief examiner
Free to download at:
redcross.org.uk/earthquakeresource
On Saturday 25 April 2015, the streets of the Nepalese capital:
Kathmandu were busy with residents and tourists meeting friends,
selling their produce in the markets or preparing for lunch.
Traffic flowed along the streets into and out of the city, bustling
with motorised and horse-drawn vehicles and bicycles.
In the villages further up and down the valley, farmers tended their
crops, and the sun shone on stupas and temples.
A crowd of people started to climb the stairs up the famous
Dharhara tower, a World Heritage site.
At 11:56 am everything changed.
> Introduce you to some of the materials and tell the story
of their creation
> Introduce some of the work of the British Red Cross in
this area and update on the situation in Nepal now.
> Discuss ideas for where this might fit into your teaching at
KS3-5
Aims for the session
Introductory activity for all
Age-appropriate activities
Factsheets / case study
Meteorological
Events
Hydrological
Events
Climatological
Events
Geophysical
(Tectonic)
Events
Storms, including
tropical storms,
mid latitude
depressions
Flooding,
including flash
floods, river
flooding and
storm surge
Drought Earthquake
Tornado
Mass movement,
including
landslide and
avalanche
Extreme heat Volcanic eruption
Lightning strike,
or local hailstorm
associated with
convection
Subsidence
Wildfire,
triggered by
lightning
Mass movement
e.g. landslide or
rockfall
Tsunami
Hazard classification guide
A range of activities
Rachel
Hay
was in
Nepal
at the
time
Let’s ask Nathan
http://nathanlight.munichre.com/
Why do insurance companies employ geographers…
Activity one
Disaster hotspots are places (which may be regions, states
or entire countries) which have a vulnerability
to two or more types of natural hazard. They may also be
referred to as multiple hazard zones (MHZs).
The hazards they are exposed to may include a
combination of hydro-meteorological, climatic and
geomorphic.
Washing Line / Shake Map
Different activities
Professor Iain
Stewart
two videos
Question & notes
sheets
Discussion questions
> What are the reasons why the settlement
shown is at risk?
> What is happening deep beneath the ground
below the settlement?
> What happens when the fault line slips?
> How are the buildings on the surface affected?
> Why were different buildings affected
differently?
> What factors influence the number of
casualties?
> What might the short and long term impact be
on people affected by the earthquake?
> How might we prepare our cities and
communities against earthquakes for the future?
Discuss this comment: Earthquakes
don’t kill people, buildings do…”
https://www.youtube-
nocookie.com/embed/btc02
0siGBo
Activity two
https://uk.pinterest.com/geoblogs/natural-disasters-earthquakes/
What tools would
you use?
Red Cross Red Crescent Movement
Fundamental Principles
The Red Cross perspective
> The humanitarian impact of earthquakes.
> Short and long term impacts.
> Case studies and people’s perspectives.
> Building humane and resilient communities.
> Young people applying the learning to their own
content.
> The geography curriculum.
http://www.geography.org.uk
/resources/transport-and-
logistics-cilt-resources/
With thanks to Tony Cassidy for the original idea
Activity three
The power of social media
Infographics
Piktochart
Activity four
Degg’s Disaster Model
Vulnerable
population
Hazard
event
DISASTER
Not Dregg’s
Chris Park
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquake
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquake
On 25 April and 12 May 2015, huge earthquakes hit Nepal.
Their aftermath was devastating.
Over 5.6 million people were affected.
But the Red Cross was ready to help.
Being prepared made the difference
Our staff and volunteers knew what to
do. They had three years of practice
through our project to support people
in 66 communities in the Kathmandu
Valley when disaster struck.
Six months before the earthquakes,
this girl rehearsed how to protect
herself if tremors shook her school.
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquake
In the first few daysRed Cross volunteers provided lifesaving
search and rescue, first aid and supplies
within minutes of the earthquakes.
In Bhaktapur district alone, the Red Cross
used materials stored at our facility to help
800 households in the first 24 hours after
the earthquake.
The Red Cross’ solar powered and
earthquake resistant blood bank was
completed just days before the
earthquakes.
Afterwards, it was able to store and supply
blood for the Kathmandu Valley’s hospitals
thanks to its solar power.
Generous supporters across the UK began
to donate to our emergency appeal.
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquakeOver the next few weeks and months
After the first shock of a disaster,
‘normal’ life has to resume somehow.
When you have lost everything, even
the smallest tasks like washing and
cleaning your teeth can become
difficult.
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-
helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquake
The Red Cross distributed necessities to thousands
of families including:
110,000 tarpaulins or tents for families whose homes
were destroyed or damaged
38,289 hygiene kits – including soap, sanitary pads,
bath towels, toilet paper, toothpaste, toothbrushes
and razors – for people who had lost their homes.
We also built 1,315 emergency toilets to replace
those that had been destroyed.
Over 29,000 people learned how to stay healthy in
the emergency.
We helped to raise awareness among school children
of the importance of hand washing and gave
guidance on using hygiene kits properly.
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquakeDuring the next six months
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquakeRecovery into the future
http://blogs.redcross.org.uk/emergencies/2016/05/how-you-helped-after-the-nepal-earthquakes-a-year-in-pictures/
Update on the Nepal earthquakeRecovery into the future
The Red Cross has worked
in Nepal since 1963 and
our work will continue until
the job is done.
Thank you to everyone who
supported the British Red
Cross Nepal earthquake
appeal, which helped to
make this work possible.
> What risks do we have here in the UK?
> How do we prepare for them?
> How could we become more resilient?
Final questions
Questions
“I would most definitely recommend this resource. There’s a careful
selection of activities provided that support the development of students’
geographical knowledge and skills. It is very accessible – resources are
organised clearly, and there is detailed teacher guidance.”
Grace Healy
Thanks
To all the team at British Red Cross for their support and patience
To Ben Hennig for the mapping
To Professor Iain Stewart for support, comments and permission to use
videos
To John Lyon for getting me into the project in the first place
To Rachel Hay for allowing us to share her and Pete’s story
To Tony Cassidy for the emotion line activity (Hurricane Katrina vintage)
To Chris Park for use of ‘his’ model