Social Studies Research and Practice http://www.socstrp.org

Hazard Education in 4th to 7th Grade Social Studies Courses in Turkey

Adem Öcal Aksaray University, Turkey

Turkey is located in one of the most significant active seismic regions in the world. The country also is subject to many other natural and manmade . In 2004, the Turkish Primary Education curriculum was revised radically with education being included in social studies programs. The aim of the hazard education program is to reduce the disastrous effects of disasters, develop greater hazard awareness and increase students’ knowledge of how to protect themselves when a hazard occurs. This study focuses on the aims, design and delivery of the hazard education component to fourth to seventh grade students in social studies courses in Turkey.

Key words: education, elementary education, , hazard education, social studies, Turkey

Introduction disaster’s events (Karancı, 1999). Studies have shown that following a disaster, there can be azard education encompasses a wide changes in the social structure of communities range of natural and man-made dis- such as an increase in the divorce rate, relative H asters that create an emergency situa- changes in spiritual beliefs, and a decreasing tion. Natural disasters such as , earth- trust in state organizations (Kasapoğlu & quakes, , and tornadoes can strike a com- Ecevit, 2001). Disasters can seriously damage munity without warning. Diseases can reach a country’s economy, leading to subsequent dimensions killing millions of peo- political instability. ple in a region or across the globe in a very Turkey is potentially an extremely hazard- short time. Man-made disasters such as those ous place in which to live due to its geological that occurred at Chernobyl and Bhopal have a state, topographic position, and climate. Ac- dramatic effect on the local population. Terror- cording to the Inventory of Disaster Informa- ist activities such as hijackings, bombings, and tions (IDI, 2008), many types of emergency school shootings are horrific, not only in terms situations occur in Turkey such as , of the deaths and injuries, but also in terms of flooding, storms, , rock fallings, their psychological impact. frost, , , , global warming, On a global scale, it is the , and landslips. There also are that has the most significant and diverse effect events namely: fires, on human beings. The resulting psychological, , power failures, gas leaks, and economic, and sociological impact can have a chemical spills (p. 10). The U.S. Federal Emer- long-term influence on the community. gency Management Agency (FEMA) defines The psychological effects of disasters may an emergency as, “any unplanned event that lead to cognitive problems, aprosexia, and re- can cause deaths or significant injuries to em- peating or imagining recurring memories of the ployees, customers or the public; or that can

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shut down your business, disrupt operations, threaten the facility’s financial standing or cause physical or environmental damage, or public image” (1993, p. 6). .

According to data from the Turkish Gener- total between $9 and $13 billion (Pelling, al Directorate of Disaster Affairs, since 1950, Ozerdem & Barakat, 2002). 29,807 emergency events have occurred with 284,996 people directly affected (Table 1). In Hazard Education Turkey, 99% of the population, 96% of indus- trial areas, and 75% of the power stations are According to the Japan International Coop- located in places accepted as seismically risky eration Agency (JICA) (2004), in order to (Türkoğlu, 2001). The Kocaeli Earthquake, on create sustainable disaster management, people August 17, 1999, may be a significant example should be informed, be conscious of, and pre- showing the extent of the economic effects of pared for . Education is an important the disaster. Damage to the Turkish economy factor in reducing the after effects of disasters. from the Kocaeli Earthquake was estimated to Hazard education should be a continuous pro- cess starting in pre-school, continuing through-

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out a person’s life. It has been suggested that of children, and improve the readiness of the K-12 classroom level is the most appropri- community (Ronan & Johnston, 2001). ate time to deliver hazard education (Mitchell, In schools, hazard knowledge such as land- 2009). Adem Öcal (2005) defines hazard edu- crust, plate tectonics, meteorological events, cation as an educational process that handles global climate changes, global warming, ter- the hazards, how hazards occur, the effects of rorism, and biological dangers should be hazards, how to prevent hazards, and following taught. Different and inaccurate perceptions a disaster, how to reduce the impact of the may develop in individuals who do not acquire event (p. 171). Neil Dufty (2008) comments hazard knowledge in school (Tsai, 2001). that this education is “any learning process or When students receive instruction and the re- activity that builds to quired safety measures are taken, they should natural hazards” (p. 4). The knowledge and be able to cope more effectively with hazards. skills required to respond appropriately to Turkey is located in a hazardous region. hazards can be acquired via the curriculum of Sufficient importance, however, has not been formal education institutions for students, given to hazard education. The lack of prepa- teachers, and other school staff through in- redness is responsible for the enormous num- service training, conferences, seminars, and ber of casualties in Turkey in even a moderate exhibitions. disaster event. The 1992 Erzincan earthquake, The relationship between disasters and 6.8 Ms (Medvedev-Sponheur-Karnik scale), education can be examined from different pers- for example, resulted in 653 deaths, 3,850 pectives. Firstly, the effect disasters may have people injured, and 95,000 people becoming on educational services can be considered. homeless. The Senirkent mudslide of 1995 This may be direct physical damage to the en- caused 74 deaths and 2,000 people were ren- vironment where educational services are pro- dered homeless. vided, or negative effects on the educators and After the Kocaeli Earthquake on August their pupils. A second effect indicates the im- 17, 1999, attitudes toward disaster manage- portance of the individuals’ training, and the ment in Turkey changed. Since that time, there school’s role on mitigation of disasters. has been an increased focus on developing In research carried out by Ahmet Rüstemli hazard preparedness activities for the next and Nuray Karancı (1999), people who re- event in both formal and informal education. ceived sufficient hazard education were ob- served to be more prepared and act more con- Hazard Education Standards in sciously in reducing the harmful impact of a Social Studies Courses disaster (p. 95). In another study, people who in Turkish Schools had a greater level of knowledge of earth- quakes were observed to be more participative According to Tom V. Savage and David G. in hazard mitigation activities (Hurnen & Armstrong (2004), the interaction between the McClure, 1997). Countries such as Japan that social and physical environment, understand- have a disaster-ready culture, can cope more ing of natural and human systems, provision of easily with the impact of natural disasters. In geospatial understanding, and place-based re- less prepared countries, such as Algeria and search, are the aims of social studies education, Greece, disasters can turn into huge catastro- particularly geography. Jerry T. Mitchell phes. Hazard education in schools can play a (2009) asserts that by covering the relationship vital role for surviving in a disaster. For that between human beings and the environment reason, it is necessary to prepare for, respond during the elementary education period, social efficiently to a disaster, increase the awareness studies is one of the most suitable courses

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through which disaster education can be deli- ics, sociology, anthropology, psychology, phi- vered (p. 138). losophy, and diplomacy (Safran, 2008). In Turkey, a social studies program is The content of the Turkish Social Studies taught at a primary level from grades four to Program is grouped according to nine thematic seven and aims to produce responsible adult strands and taught in different units. The citizens. This program requires the individual themes determined by the Turkish Ministry of to adapt to the culture lived in, perform civic Education (MEB) are: “Individual and Socie- duties, be concerned about the environment ty”, “Culture and Heritage”, “People, Places and problems around it, and propose solutions and Environments”, “Production, Consump- to social problems. To achieve the social in- tion, and Distribution”, “Power, Authority, and tegration of the individual, a social studies pro- Society”, “Time, Continuity, and Change”, gram has relationships with other internal dis- “Science, Technology, and Society”, “Groups, ciplines such as history, geography, econom- Institutions, and Social Organizations”, and “Global Connections” (2005a).

Hazard education is a sub-discipline within education is acquired from grade four to grade the Turkish Social Studies Program, and is seven. The social studies hazard program fo- handled within two thematic strands of “Peo- cuses on increasing the students’ awareness of ple, Places and Environments” and “Global disasters, actions taken during an earthquake, Connections”. Knowledge concerning hazard and how to evacuate in the event of an earth-

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quake. According to this program, students students on the school disaster plan. In these should be informed about the school’s disaster lessons, some goals are repeated in different plan, practice various evacuation methods and grades to make sure that students acquire the other survival activities (see Table 2). The necessary hazard culture. Hazard acquisition lessons are focused specifically on earthquake item five for example, “Takes an active role in hazards, because of the repeated seismic acti- the preparation of the classroom evacuation vity in Turkey that has resulted in large num- bag and providing the supplies” is repeated in bers of casualties and enormous damage to both the fourth and fifth grade social studies property. lessons. Hazard acquisition item 11 “Applies In the fourth and fifth grade social studies what must be done in the event of an earth- lessons, hazard subjects are included in the quake practice” placed in both fourth and fifth “People, Places and Environment” thematic classes. The teaching procedure is similar for strand. The teacher works together with the other items as shown in Table 3, below.

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In fourth and fifth grade social studies cour- sub-disciplinary objectives at these grades. ses, among the activities that can be carried out Hazard related topics are handled in context of in the context of disaster education, students the “Global Connection” thematic strand (see are encouraged to create oral history studies Table 4), which contains topics such as “coop- related to the area in which they live. This type eration with other countries concerning natural of study may be useful in providing local in- disasters and environmental problems” and formation from areas where disasters have “global problems”. When teaching hazard edu- occurred. It also may help students to learn cation to sixth and seventh grade students in about the effects of disasters on social life from social studies classes, it is suggested that a eyewitnesses. project-based approach is employed. Students In social studies classes in the sixth and should work in groups to design a multimedia seventh grades, hazard education is implemen- project focusing on aspects of one or more of ted directly as a curriculum objective; how- the thematic strands. ever, knowledge acquisition is not specified in

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The social studies program gives the great- In Turkish elementary school curriculums, est importance to hazard education in Turkey. hazard education focuses mostly on earth- After a major disaster, parents may not be able quakes, including the distribution of seismic to reach their children’s school and therefore, it activity globally, and in Turkey, the effects of is the school and the teachers who must take earthquakes on people and how to survive and responsibility for the care of their pupils. stay safe in and after an earthquake. These are Greater preparedness of the students leads to the main topics taught in social studies classes. less panic and a greater ability to reduce the But, different types of disasters can be ob- impact of disasters. served in Turkey. According to the data from General Directorate of Disaster Affairs (IDI), Discussion the most common type of disasters are land- slides with earthquakes being second (2008, The actions needed in the event of a disas- p.11). Due to the large loss of life and damage ter can be summed up in five main categories: to property, more emphasis has been given to emergency assistance (rescue and first ), earthquakes in terms of hazard education in rehabilitation, reconstruction, prevention, and schools. It is important to consider local geo- preparation. The emergency assistance, reha- graphic differences and a wide range of ha- bilitation, and reconstruction phases aim at zards when designing hazard education cur- reducing the harmful effects that occur after a riculum. disaster. The prevention and preparation pha- Hazard education can raise the level of ha- ses, on the other hand, can be conducted before zard preparedness for students and their fami- a disaster, and constitute the major part of lies, and assist in developing survival plans for hazard education. unexpected events. These plans should include In Turkey, the majority of the population natural hazards, technological hazard situations lives, and/or works in areas that are prone to or , as well as and school disasters, and since they cannot abandon their shootings. homes and workplaces, they have to learn to Hazards can be assessed through different live with the potential hazards. The role of perspectives in different disciplines. An earth- schools in this process should not be neglected. quake, for example, essentially is a geological A major part of hazard education in primary event, however its effects are studied under the education of Turkey is covered in the social disciplines such as economics, sociology, psy- studies program. Students become more aware chology, geography, history, and law. For that of hazards and the precautions to be taken. reason, an interdisciplinary approach to hazard Disaster education taught in schools is received education is required as shown in Figure 1 directly by the students, which also has an below. indirect effect on their families and thus, on the wider community.

“In Turkey, a social studies program is taught at a primary level from grades 4 to 7 and aims to produce responsible adult citizens. This program requires the individ- ual to adapt to the culture that they live in, perform civic duties, be concerned about the environment and problems around it, and propose solutions to social problems.”

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As stated earlier, taking a group project References approach to teaching hazard education in school has positive benefits. This approach Dufty, N. (2008). A new approach to community also lends itself to sharing on an international education. The Australian Journal of . 23 (2), 3–7. Retrieved from platform, not only information about disaster http://www.ema.gov.au/ajem. preparedness, but also the young peoples’ Federal Emergency Management Agency (FEMA). experiences of various disasters. Organizing (1993). Emergency management guide for business teacher training and conferences can develop and industry. Washington, D.C. Retrieved from new approaches to hazard education as well. http://www.fema.gov/pdf/business/guide/ bizindst.pdf. One should always bear in mind that disasters Hurnen, F. & McClure J. (1997). The effect of increased do not differentiate between people or societies earthquake knowledge on perceived preventability when they occur. of earthquake damage. The Australasian Journal of Disaster and Trauma Studies (Electronic Journal), 3. Retrieved from http://trauma.massey.ac.nz/ issues/1997-3/mcclure1.htm. The Inventory of Disaster Informations (IDI). (2008). Türkiye’de afetlerin mekansal ve istatistiksel dağılımı: afet bilgileri envanteri. [The spatial and statistical distribution of disasters in Turkey: the inventory of disaster information]. Ankara: General Directorate of Disaster Affairs.

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Japan International Cooperation Agency (JICA). (2004). Safran, M. 2008. Sosyal bilgilere bakiş. [A view to Türkiye’de doğal afetler konulu ülke strateji raporu. social studies.]. In B. Tay & A. Öcal (Eds), Özel [Country strategic report on natural disaster in Tur- öğretim yöntemleriyle sosyal bilgiler öğretimi [So- key]. Ankara. Retrieved from http://www.arem. cial studies education with special teaching me- gov.tr/yayin/Afet_Yon/Rapor.pdf. thods.]. Ankara: Pegem Akademi, p.p. 1-16 Karancı, A.N. (1999). Psycho-social dimensions of Savage, T.V. & Amstrong, D.G.. (2004). Effective earthquakes: Erzincan, Dinar and 17 August 1999 teaching in elementary social studies. 5th Ed. U.S., Earthquakes. Turkish Psychological Bulletin, 5 (14), New Jersey: Pearson Prentice Hall 55–58. Tsai, C.C. (2001). Ideas about earthquakes after Kasapoğlu, A. & Ecevit M. (2001). Depremlerin experiencing a natural disaster in Taiwan: An anal- sosyolojik araştirmasi. [Sociological research of ysis of students’ worldviews. International Journal earthquakes.]. Ankara: Publishing of Sociological of Science Education, 23 (10), 1007–1016. Association, 8. Türkoğlu, N. (2001). Türkiye’nin yüzölçümü ve Mitchell, J.T. (2009). Hazards education and academic nüfusunun deprem bölgelerine dağılışı. [Turkey’s standards in the Southeast United States. Interna- area and distribution of population to earthquake tional Research in Geographical and Environmen- regions.]. Ankara Üniversitesi Türkiye Coğrafyası tal Education. 18 (2), 134–148 Araştırma ve Uygulama Merkezi Dergisi, 8, 133- Milli Eğitim Bakanlığı MEB. (2005a). İlköğretim sosyal 148. bilgiler dersi öğretim programı (4-5). [Elementary school social studies course (4-5) teaching pro- About the Author gram]. Ankara: Republic of Turkey Ministry of National Education Publishing Milli Eğitim Bakanlığı MEB. (2005b). İlköğretim sosyal bilgiler dersi öğretim programı (6-7). [Elementary Adem Öcal, Assistant Professor at the Faculty of school social studies course (6-7) teaching pro- Education of Aksaray University. Received his doc- gram]. Ankara: Republic of Turkey Ministry of toral degree from the University of Gazi, Turkey. National Education Publishing Research interests include social studies education, Öcal, A. (2003). The evaluation of earthquake education disaster education, spatial cognition and geographi- in elementary school social studies courses. Unpub- cal education. Teaches special teaching methods of lished master’s thesis, Gazi University, Ankara, social studies, fundamentals of social studies, citi- Turkey. zenship knowledge, hazards geography, and hazard Öcal, A. (2005). The evaluation of earthquake education education courses and supervises student teachers. in elementary school social studies courses. Gazi Email: [email protected]. University Journal of Gazi Educational Faculty. 25 (1), 169-184. Citation for this Article Pelling, M., Ozerdem A. & Barakat S. (2002). The mac- Öcal, A. (2010). Hazard education in 4th to 7th grade ro-economic impact of disaster. Progress in Devel- social studies courses in Turkey. Social Studies opment Studies. 2 (4), 283–305. Research & Practice, 5(1), 87-95. Retrieved from Rüstemli, A. & Karanci A.N. (1999). Correlates of http://www.socstrp.org/issues/PDF/5.1.8.pdf. earthquake cognitions and preparedness behavior in a victimized population. Journal of Social Psychol- ogy, 139, 91-101 Ronan, K.R. & Johnston, D.M. (2001). Correlates of hazard education programs for youth. Risk Analysis. 21(6), 1055-1063

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