“Operation Helping Hands”: Massachusetts' Health and Medical Response to Hurricane Katrina

Introduction:As Hurricane Katrina bore down on New Orleans in August 2005, the city's mandatory evacuation prompted the exodus of an estimated 80% of its 485,000 residents. According to estimates from the US Centers for Disease Control and Prevention (CDC), at least 18 states subsequently hosted >200,000 evacuees.Hypothesis/Problem:In this case study, “Operation Helping Hands” (OHH), the Massachusetts health and medical response in assisting Hurricane Katrina evacuees is described. Operation Helping Hands represents the largest medical response to evacuees in recent Massachusetts history.Methods:The data describing OHH were derived from a series of structured interviews conducted with two leading public health officials directing planning efforts, and a sample of first responders with oversight ofoperations at the evacuation site. Also, a literature review was conducted to identify similar experiences, common challenges, and lessons learned.Results:Activities and services were provided in the following areas: (1) administration and management;(2) medical and mental health; (3) public health; and (4) social support. This study adds to the knowledge base for future evacuation and shelter planning, and presents a conceptual framework that could be used by other researchers and practitioners to describe the process and out comes of similar operations.Conclusions:This study provides a description of the planning and implementation efforts of the largest medical evacuee experience in recent Massachusetts history, an effort that involved multiple agencies and partners. The conceptual framework can inform future evacuation and shelter initiatives at the state and national levels, and promotes the overarching public health goal of the highest attainable standard of health for all.

Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

Teaching the West and the World from the Massachusetts Framework

This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

History from K-4: What Can We Really Do?

The short answer is “quite a bit.” In this article, the author makes the case for a K-4 history program that is ambitious in scope while varied and energetic in style. She argues that in the past educators have underestimated the interests and abilities of young children. She maintains that history is the riveting story of the human past, and that no one loves a good story more than a young child. The article is both theoretical and practical. Analyzing the Massachusetts History and Social Curriculum Framework as well as the Core Knowledge Sequence, as they apply to elementary instruction, the author delineates the scope of a good K–4 program and describes and evaluates principles and methods of teaching history to young children.