Students examine a National Weather Service map of the Gulf Coast region during Hurricane Katrina and respond to a question about Katrina’s political implications. Then, they survey major events of the George W. Bush presidency. Next, they study and report on the impact of Hurricane Katrina. Finally, they examine and discuss the presidential election of 2000.
Students read an overview of George W. Bush’s presidency and its major events, including the 2000 election, 9/11, wars in Afghanistan and Iraq, and Hurricane Katrina. They examine an image and caption of Hurricane Katrina’s landfall and a National Weather Service map, then explore Hurricane Katrina: A Chronology to see ground-level views of the storm. Using a discussion wall, they respond to the prompt: “How might a natural disaster create political damage for a president?”
Teacher MovesIntroduce the experience and objectives, then select one or more student posts to spark discussion about how natural disasters can create political consequences for leaders. If appropriate, invite students affected by Hurricane Harvey to connect the question to their own experiences. Highlight key ideas about citizens’ dependence on government response, the impact of leaders’ actions and public image during crises, and how these factors can shape public approval or disapproval.
Students view an image of President George W. Bush, then watch George W. Bush | 60-Second Presidents and read The Presidency of George W. Bush to gain an overview of his administration. They conduct brief online research as needed and create a timeline of major events in the Bush presidency, including the 2000 election, the 9/11 attacks, the wars in Afghanistan and Iraq, Hurricane Katrina, the housing market crash, and the subsequent economic recession. Students build their timelines on a digital canvas or on paper and upload a photo.
Teacher MovesReview students’ timelines and provide constructive feedback on the accuracy and chronology of events, using the provided dates as a reference. Ensure that students correctly place and briefly describe each major event, then organize students into small groups in preparation for the next scene.
Students view an image of flooded interstate highways in New Orleans and read about Hurricane Katrina’s political, environmental, and human-geographic effects on Gulf Coast states. Working in small groups, they read Hurricane Katrina and Hurricane Katrina Statistics Fast Facts, assigning a group note taker to record main ideas and details in a two-column table. Groups then consult additional readings and videos of survivor experiences from the Student Pack or their own research to gather more information. Using their notes, they collaboratively create a multimedia group report that addresses Katrina’s political and economic effects, causes of the flooding disaster (environmental and human), environmental impacts on land and wildlife, and human-geographic effects such as migration. They post the report or a link to it on a shared discussion wall.
Teacher MovesConsider adapting the activity to compare the political, economic, and social effects of Hurricanes Katrina and Harvey, including levee failures and development in floodplains. Monitor group research and note-taking, then have groups share their reports with the class. As time permits, facilitate presentations and consider recording them for a class archive.
Students examine an image of a Palm Beach County voting stand and ballot box from 2000, then read The Disputed Election of 2000 followed by The Election of 2000 to understand why the presidential race was so close and controversial. On a discussion wall, they respond to the prompt: “Do you think the result of the 2000 election was decided fairly? Why or why not?” After posting, they review classmates’ responses and reply to at least two peers with a question or positive comment to extend the conversation.
Teacher MovesUse students’ posts as a starting point for a whole-class discussion about the fairness and legitimacy of the 2000 election outcome. Incorporate key contextual details, such as the narrow Florida vote margin and machine recount, Gore’s request for hand recounts in selected counties, and the possible impact of Ralph Nader’s third-party candidacy on the Florida results.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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