Unprepared: Lessons From Two Massive Oil Spills

A disastrous oil spill off the coast of Alaska and massive explosion of a rig in the Gulf of Mexico revealed a pattern of unsettled standards and inconsistent oversight that cast doubt on the oil industry’s preparedness for future accidents.

The tanker Exxon Valdez ran aground off the coast of Alaska in 1989, dumping 11 million gallons of crude oil into Prince William Sound in one of the worst oil spills in American history.

The oil industry’s response plans had promised a swift cleanup. But Riki Ott, a marine toxicologist, became alarmed when she flew over the wreck nine hours later.

“There was not a speck of promised recovery equipment on the water,” she told Retro Report. “This had all been promised within six hours, and we were three hours past six hours, and nothing.”

Investigators’ initial focus on the actions of the tanker’s captain delayed a response and obscured a series of safety failures that led to the spill. The accident exposed the inattention to regulation, inspection and safety standards in the oil industry.

Then in 2010, after a blowout on BP’s Deepwater Horizon rig caused a massive oil spill in the Gulf of Mexico, a presidential commission found that many lessons of the Exxon Valdez accident had been forgotten in the pursuit of offshore oil drilling.

BP paid more than $20 billion in penalties, and the Obama administration toughened safety rules for offshore drilling, some of which were later eased by the Trump administration.

Together, the two disasters reveal a pattern of unsettled standards and inconsistent oversight that environmentalists say raises questions about the industry’s preparedness for future oil spills.

“We were given blanket assurances about safety and spills,” after the Valdez spill, John Havelock, a former Alaska Attorney General told Retro Report. “In retrospect, I erred in not making sure that what was said was not put in writing.”

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Previous versions
At Retro Report, we update our journalism as news unfolds. Here are the previous published versions of this story.
For teachers
  • Producer: Scott Michels
  • Producer: Aaron Ernst
  • Editor: Seth Bomse
  • Update Producer: Sianne Garlick
  • Update Producer: Sandra McDaniel
  • Update Editor: Heru Muharrar

For Educators

Introduction

This 11-minute video examines the Exxon Valdez and BP Deepwater Horizon oil spills which revealed a pattern of inconsistent oversight that environmentalists say raises questions about our preparedness for future oil spills.

What are the roles and responsibilities of government and business in preventing and responding to environmental contamination, like the two major oil spills in 1989 and 2010 in U.S. waters? What preparations and preventive measures by private industry and government could help to prevent disasters that affect coastal communities for years?

Lesson Plan 1: Unprepared - Lessons From Two Massive Oil Spills
Overview

Students will learn about the Exxon Valdez and BP Deepwater Horizon oil spills, as well as examining the long-term effects on ecosystems and coastal communities.

Objectives

Students will:

  • Examine the circumstances around two major offshore oil spills in United States waters.
  • Analyze changes in environmental policy over time
  • Examine the long-term effects of oil spills on ecosystems and coastal communities.
  • Formulate an argument about long-term solutions to prevent oil spill incidents.
Essential questions
  • Who was responsible for the 1989 Exxon Valdez oil spill and subsequent cleanup?
  • Did the response to the 1989 spill result in policy changes? What effect, if any, did those changes have in 2010 when the Deepwater Horizon rig exploded?
  • What obligations do oil companies have for extraction safety and spill cleanup?
  • What role do government agencies have in regulating the oil industry and monitoring oil spills?
Standards

Common Core Standards:

  • CCSS.ELA-LITERACY.RH.9-10.2:Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-LITERACY.RH.11-12.1:Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
  • CCSS.ELA-LITERACY.RH.11-12.9:Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

C-3 Framework Standards for Social Studies:

  • D1.4.9-12.Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
  • D2.Civ.1.9-12.Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
  • D2.Civ.5.9-12.Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
  • D2.Civ.13.9-12.Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
  • D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.
  • D2.His.1.9-12.Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
  • D2.His.5.9-12.Analyze how historical contexts shaped and continue to shape people’s perspectives.
  • D2.His.16.9-12.Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Performance Expectations – HS-ESS3 Earth and Human Activity

  • HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
  • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ESS3.A: Natural Resources
    • ESS3.B: Natural Hazards
    • ESS3.C: Human Impacts on Earth Systems

Performance Expectations – MS- ESS3 Earth and Human Activity

  • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 
  • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
  • ESS3.A: Natural Resources 
    • Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes
  • ESS3.B: Natural Hazards
    • Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
  • ESS3.C: Human Impacts on Earth Systems 
    • Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. 
    • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. 

AP Human Geography

  • Unit 7: Industrial & Economic Development

AP Environmental Science

  • Unit 6: Energy Resources & Consumption