Coping with the Canterbury Earthquake
September 2010
A resource for local schools
This resource has been prepared by Roger Baldwin (retired social sciences adviser, University of
Canterbury) and Suzanne Baldwin (HOF Social Sciences, Mount Hutt College, Canterbury representative,
New Zealand Board of Geography Teachers).
Introduction
The following material is intended to provide teachers with ideas and approaches they can use to
support students and develop their understanding of the Canterbury earthquake. It is primarily designed
to be used when local students first return to school following the earthquake and during the time when
the “clean up” is taking place.
Teachers will need to adapt the resource to best suit the needs of their students. It is intended to
supplement other approaches and material provided or available following the earthquake.
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Ideas for teachers
The September 4, 2010 earthquake was a major geological event which impacted significantly on people
and property in Christchurch and surrounding areas in Canterbury. Students (and teachers) who
experienced the earthquake will all have been affected to some extent.
The following ideas are provided to assist teachers to support students and develop their understanding
of the earthquake.
Helpful approaches
Important information has been provided by the Ministry of Education: Traumatic Incident – Advice
following Canterbury Earthquake. This is available at:
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/CanterburyEart
hquake/Schools/TraumaticIncidentInformation.aspx
The advice notes that while most students will be coping, they will still have questions, want to talk
about it, and hear from others, and that students will be looking to adults to provide a sense of safety
and security. A helpful approach is to emphasise how people have coped and what’s being done well to
assist – at a government, council and community level, and by schools, family and neighbours.
However, the advice provided suggests that there may be issues related to fear of recurrence of the
earthquake and reactions to reminders (such as aftershocks). Factual information and reassurance will
help address such fears. Teachers should also be aware that re-telling of the event (through sharing
stories, showing pictures and replaying news media reports) may be an issue for some students who
have experienced the earthquake. It is helpful to encourage coping strategies and positive problemsolving (e.g. how support was provided after the earthquake, how buildings can be made safer, and how
people can prepare for such events).
Curriculum links
The main purpose of this resource is to outline some information and approaches that could be helpful
to support students in the short term following the earthquake. (However, it is suggested that the
earthquake and its impact not be over-emphasised at this time and that students will be assisted by
returning to the routines of normal curriculum delivery.) A useful approach may be to take a particular
aspect of the earthquake and relate it to the curriculum. Some examples are listed below.
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Values – such as community and participation for the common good.
Key Competencies – including managing self (coping during the earthquake), relating to others
(members of the community working effectively together to provide support) and participating
and contributing (active involvement in community clean up and rehabilitation).
Social Sciences – the Place and Environment strand (how people interact with environments).
Geography – extreme natural events.
Science – the Planet Earth and Beyond strand.
Coping with the Canterbury Earthquake, September 2010
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Student material
The following questions and answers are provided as a starting point only. It is suggested that students
have an opportunity to ask their own questions and investigate answers as well. The lists below can then
be modified and expanded depending on what is relevant for a particular group of students. Students
may initially focus on the questions in list A, however, it will be helpful to ensure that the focus is shifted
to coping strategies and the future too (list B questions).
List A – the earthquake and its impact
What caused the earthquake?
The earthquake was caused by movement along a fault (a break in the rocks below the earth’s surface)
near to Christchurch. It happened when the forces within the earth became greater than the friction
holding rocks together. As the rocks moved the vibrations caused the ground to shake. The fault had
been hidden below the gravels of the Canterbury Plains. The quake was at 4:35 am on Saturday 4
September and measured 7.1 on the Richter scale. The epicenter was 40 km west of Christchurch.
Why do earthquakes keep happening?
Following the main earthquake there have been many smaller quakes (aftershocks). This is quite normal.
They are caused by further tearing of rocks along the fault as stresses continue to be released.
When will the aftershocks stop?
It is to be expected that these will continue over a period of days or weeks and that they will be less
severe than the main quake, and will happen less often over time. However, aftershocks can cause
further damage, and people need to be able to respond to them in order to keep safe.
What damage was caused to the land?
Some land above the fault was offset by nearly 4m. In some places the land was also raised up. A number
of surface cracks also appeared. Silt and sand was forced up, for example in the eastern suburbs of
Christchurch (liquefaction). Localised flooding took place in low lying areas. Rocks fell on some roads on
the Port Hills.
What impact did the earthquake have on people and property?
A few people were injured in the quake, mainly by falling debris such as bricks and glass. However, many
have been affected following the quake in different ways. People may be anxious, upset and worried,
especially as the aftershocks continue. They may find it hard to sleep.
Damage has happened to buildings (homes, shops, offices) and infrastructure (roads, railways, power
and water supply and waste water pipes). The damage was different in different places. Some areas
were more likely to have damage e.g. swampy land. Some buildings in an area were more likely to be
damaged e.g. old shops made from brick.
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List B – coping and the future
Will there be another big earthquake soon?
While another earthquake as big is not likely to occur in the same area again soon, it is very difficult to
predict what may happen further in the future.
How did people protect themselves during the earthquake?
If they were in bed they were able to cover themselves for protection, some used the “drop, cover and
hold” approach.
Source: http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP?OpenDocument
Why were there relatively few injuries in the earthquake?
As the quake took place early in the morning, most people were at home in bed. This was lucky as falling
walls, windows and verandahs by shops and offices would have injured many people during the day. Also
building regulations in New Zealand mean that many buildings are relatively strong and can withstand
earthquakes well.
How did communities respond following the earthquake?
Help and assistance was provided at many levels. Families supported each other and checked on
neighbours. Local councils put emergency response plans into action. Services such as the police, fire
brigade, army, Red Cross and Civil Defence assisted. The government has also provided support.
How can we prepare for future earthquakes?
We need to know what to do when there is an aftershock – at school, around the town, or at home. Each
household should have a plan, and an emergency kit. People can insure their home and contents. All
communities and the government also develop plans.
Learning activities
Students in the Canterbury area will all have personal experience of the event. Their experiences should
be acknowledged if they wish to share them (but in a structured and positive way). They can be
encouraged to suggest what they would like to know about.
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The questions and answers in this resource are simply a starting point for students. Further
information can be discussed and researched.
There are some lesson plans available online e.g. on the GNS Science website:
http://www.gns.cri.nz/Home/Learning
The key aim should be to develop understanding of the students – not simply knowledge of a multitude
of facts related to the earthquake. Where possible assist the students to develop conceptual
understandings, for example, of the relationships that exist between people and the environment (NZ
Curriculum p.30.)
Further resources
Canterbury Earthquake Government website. The site provides information and links to central and
local government agencies and others supporting the response to the Canterbury earthquake.
http://www.canterburyearthquake.govt.nz
Earthquake Commission. Background information on earthquakes, including an interactive activity
Create your own earthquake.
http://www.eq-iq.org.nz/eq-intro.aspx
GeoNet. Tracks and provides information on quakes as they occur. (Refer to the quake drum for
McQueen’s Valley).
http://www.geonet.org.nz/earthquake/
GET READY GET THRU. The Civil Defence site. (Includes templates for emergency plans and checklists for
households.)
http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY2MF?opendocument
GNS Science. Background information and lesson plans.
http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes
Ministry of Education. Canterbury Earthquake information and advice for schools.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/CanterburyEart
hquake.aspx
New Zealand Society for Earthquake Engineering Inc. Background and technical information.
http://db.nzsee.org.nz:8080/web/lfe-darfield-2010/home
Te Ara Encyclopedia. Historical and descriptive information.
http://www.teara.govt.nz/en/earthquakes
Contacts
Roger Baldwin
Suzanne Baldwin
r.baldwin@ext.canterbury.ac.nz
baldwins@mthutt.school.nz
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