Reflecting on Government Response to Hurricane Katrina and COVID-19: A Distance Learning Assignment

U.S. history high school teacher Jessica Rucker at E.L. Haynes PCS shares a lesson she has used with her students during the pandemic for their asynchronous learning. The lesson is designed to help students look at other times when racism and classism have impacted U.S. government responses to disaster relief. 

Rucker engages students in a deep analysis of the United States government’s response to the human devastation (massive flooding, days without adequate food, running water, or proper sanitation) of Hurricane Katrina. As a paired text, Rucker incorporates music lyrics, hip-hop, and the history of resistance for modern day connections.

Read the step-by-step lesson on the critical analysis of times in crisis, let us know if you use or adapt this lesson, and share your story.

Photo of Jessica Rucker by Ambria McNeil.

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Introduction to African American History and Culture Distance Learning Assignment:
Forgotten in Hurricane Katrina

By Jessica Rucker

Step 1: Watch the video, read the article (5-10 minutes), and respond to the discussion questions below (10-20 minutes). Each response should be two to three sentences.

1. When did Hurricane Katrina happen?

2. Where did Hurricane Katrina happen? (Hint: Where did the hurricane hit?)

3. Who was most affected by the devastation of Hurricane Katrina (race, gender, age, class, ability, etc)?

4. How was the impact of Hurricane Katrina similar or different to the impact of COVID-19, to date)?

Step 2: Watch the trailer to the film, “When the Levees Broke” by Spike Lee (3-5 minutes) and then follow the directions to respond to the reflection question below (20-25 minutes).

Written Reflection/Free Write: In three or four sentences, reflect on what you learned and know about Hurricane Katrina and analyze the US government’s response to this human devastation (massive flooding, days without adequate food, running water, or proper sanitation). How is Hurricane Katrina an example of why we need narratives of resistance (stories of how we fight to have our humanity respected)? 

Example sentence starters:

• After watching the trailer, “When the Levees Broke,” I learned that Hurricane Katrina…

• Based on this trailer, the US government’s response to this human devastation was…

• Hurricane Katrina is an example of why we need narratives of resistance because…

Step 3: Either read the lyrics or listen to the song “Minority Report” by Jay-Z, which you can search for on the internet (5 to 7 minutes). Then, identify at least two lyrics that best describe Jay-Z’s critique (opinion about the good or bad) of the US government’s response to Hurricane Katrina and then respond to the prompt (20 to 23 minutes).

The three lyrics from Jay-Z’s song, “Minority Report” which best demonstrate his ---- are:

1. Lyric #1:

2. Lyric #2:

PROMPT: In three or four sentences, explain how  Jay-Z’s lyrics are evidence that the US government has historically practiced a form of  “social distancing” toward poor and African American people during times of crisis and devastation. (Hint: Explain what you think “social distancing” means first.)

Step 4 and 5: Compose (write) your own Minority Report. This is your Summative Assessment (30 minutes). Use learnersdictionary.com for help defining unknown words or terms (or other credible website).

Rucker included for students an example of her own “Minority Report” reflecting on the the U.S. government’s slow response to providing adequate health care and employment security for our nation’s most vulnerable residents and citizens particularly during this era of COVID-19. Teachers should write their own sample and can model making a connection to COVID today.

A.) Select a topic:

1. Lack of affordable health care (including mental health)

2. Poverty and or the negative impacts of capitalism

3. Mass incarceration

4. Immigration

5. Racial profiling and police brutality

6. Sexism and gender discrimination

7. School lunch

8. More engaging schools

9. Racism and white supremacy

10. Employment discrimination

11. Transphobia and homophobia

12. Islamophobia and xenophobia

13. Sexual trauma and rape

14. Domestic violence or interpartner violence

15. Gang violence and community safety

OTHER______________________

B.) Share your opinion on the topic and explain how your life experiences and perspective dissents (to publicly disagree with an official opinion, decision, or set of beliefs) from what passes as “racial common sense.” This will be your Minority Report. Your piece should be between 150 and 350 words and should quote Jay-Z (this will be your evidence) and you can include other facts from credible sources. You may either type it or record it and share it via text, email, or Google Classroom.

If you would like a copy of the lesson, email jrucker at elhaynes dot org.

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Jessica A. Rucker is an electives teacher and department chair at Euphemia Lofton Haynes Public Charter High School in Washington, D.C. She is a member of the D.C. Area Educators for Social Justice and was a participant in the 2018 NEH Summer Teacher Institute on the grassroots history of the Civil Rights Movement. She is a native Washingtonian and community accountable scholar with more than a decade and a half of youth development and community education expertise.