Earthquake Case Study: HIC vs. LIC

Active learning works for this topic because comparing high-income countries (HICs) and low-income countries (LICs) during earthquakes demands critical thinking about human systems, not just hazard mechanics. Students need to analyze real-world constraints like funding, governance, and infrastructure, which are best explored through discussion, role play, and structured investigation.

• Year 11
• Geography
• 3 activities
• 45 min–60 min

Case Study Analysis

⏱ 60 min·Small Groups

Role-Play: Disaster Response Summit

Divide students into groups representing HIC and LIC governments, international aid organizations, and affected communities. Each group prepares a brief on their challenges and proposed solutions following a simulated earthquake, followed by a negotiation session to allocate resources and coordinate efforts.

Prepare & details

Compare the immediate and long-term impacts of earthquakes in contrasting economic settings.

Facilitation Tip: During the Collaborative Investigation, assign each group a specific case study to analyze, then have them present a one-minute summary to the class to ensure everyone engages with both HIC and LIC examples.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 45 min·Pairs

Comparative Data Analysis: Impact Metrics

Provide students with datasets (e.g., death tolls, economic losses, infrastructure damage, recovery timelines) from HIC and LIC earthquake case studies. Students work in pairs to analyze the data, identify key differences, and present their findings visually using charts or infographics.

Prepare & details

Analyze how a country's level of development influences its capacity to respond to seismic events.

Facilitation Tip: While running the Role Play, circulate with a checklist to note which students reference building codes, emergency drills, or community education in their arguments.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 50 min·Individual

News Report Creation: Post-Earthquake Response

Students research a specific earthquake in an HIC and an LIC. They then create a short news report, either written or as a video, comparing the immediate aftermath and the ongoing recovery process, highlighting the role of government and international aid.

Prepare & details

Evaluate the effectiveness of different disaster preparedness strategies in HICs and LICs.

Facilitation Tip: For the Gallery Walk, place printed timelines at eye level and provide sticky notes for students to add questions or corrections as they move through the stations.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Teaching This Topic

Teaching this topic effectively means balancing the scientific causes of earthquakes with the social and economic factors that determine their impacts. Avoid presenting HICs and LICs as simply 'better' or 'worse'—instead, focus on the trade-offs in preparedness strategies. Research shows that students retain these comparisons better when they analyze real data and role-play policy decisions rather than passively reading case studies.

What to Expect

Successful learning looks like students explaining the differences in earthquake impacts between HICs and LICs using specific examples from case studies and justifying their reasoning with evidence about infrastructure, preparedness, and response. They should also propose targeted solutions that reflect the unique challenges of each country type.

Watch Out for These Misconceptions

Common Misconception

During the Collaborative Investigation, watch for students attributing earthquake impacts solely to the size or depth of the quake without considering the country's economic status.

What to Teach Instead

Use the case study summaries to prompt students to list at least two human factors (e.g., building codes, emergency services) that influenced the outcomes, and have them compare these across the HIC and LIC examples.

Common Misconception

During the Gallery Walk, watch for students assuming that LICs always suffer worse impacts because they have fewer resources.

What to Teach Instead

Have students identify specific preparedness strategies used in LICs, such as community-based early warning systems, and compare their effectiveness to HIC strategies like retrofitting buildings.

Assessment Ideas

Discussion Prompt

After the Collaborative Investigation, pose the question: 'Imagine you are advising a government on earthquake preparedness. What are the top three differences in your advice for a HIC like Japan versus a LIC like Nepal?' Assess students based on their use of specific examples from the case studies, such as building regulations or education campaigns.

Quick Check

During the Role Play, provide students with two short case study summaries of recent earthquakes, one in a HIC and one in a LIC. Ask them to identify two distinct impacts for each country and one reason why the impacts differed, using terms like 'vulnerability' or 'building codes'.

Exit Ticket

After the Gallery Walk, ask students to write down one specific preparedness strategy that is more feasible in a HIC and one that is more feasible in a LIC. Collect these to assess their understanding of the constraints and opportunities in each context.

Extensions & Scaffolding

• Challenge: Ask students to research a recent earthquake and write a paragraph comparing its impacts to a past event in a country with similar income levels, using the same criteria they used in the Gallery Walk.
• Scaffolding: Provide sentence starters for the Role Play, such as 'In our HIC, we prioritize... because...' or 'In the LIC, the main obstacle is...'.
• Deeper exploration: Have students create a simple infographic that contrasts two earthquakes (one HIC, one LIC) using data from the Collaborative Investigation, with a focus on the role of NGOs or international aid.