Resources & Lessons

the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6

Overview:

Working in groups, students’ research a focus area of JFK’s Presidency, using both primary and secondary sources. Groups agree upon a research strategy, and select three to four images that best represent their research. Each group’s research is then presented to the class and images are displayed.

Grades: 6-12

Subjects: Research Skills, History, Visual Literacy, Cultural Studies

PA State Standards: Arts and Humanities: 9.2.12 Historical and Cultural Contexts 9.2.12.C. Relate works in the arts to varying styles and genre and to the periods in which they were created

Reading, Writing, Speaking, and Listening: 1.8.12 Research 1.8.12.B Locate information using appropriate sources and strategies 1.8.12.C Organize, summarize, and present the main ideas from research

History: 8.1.12 Historical Analysis and Skills Development 8.1.12.D Synthesize historical research

Cognitive Skills: Analyze and Apply: Students will strategize a research method that will work in a group context Students will research one aspect of the Kennedy presidency and/or the assassination using primary and secondary sources Students will apply perimeters to the gathering of visual materials

Synthesize: Students will select images that best represent or illustrate the focus of group research Students will present research to the class in a concise and informative manner

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Primary Source Image John F. Kennedy greets Dr. Martin Luther King, Jr. and other civil rights leaders at the White House. Photo by Abbie Rowe, courtesy of the National Archives. Research as a Historian, as an Artist: Procedure:

1. Divide students into 10 groups. Each group should research one area of focus from the following ten handouts.

2. Allow time in class for students to look at the primary source photograph and discuss what they already know about the image and topic, as well as what interests them.

3. Groups should devise a research strategy for their particular area of focus. They should plan who is going to obtain speciﬁc information from outside resources and websites. Groups will need to ﬁnd enough information to answer the questions listed in their category.

4. Groups must decide upon three or four images that best represent their research. The images can be primary or secondary sources, and they may include photographs, diagrams, advertisements, etc.

5. After a set period of research time (suggested: 4 to 7 days) students should present their images and information to the whole class with each group working together to discuss the best way to concisely present their research.

6. Allow time for questions after each group presents their information.

7. Display all of the images on a wall and allow students time to ask additional questions about research areas. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.01 Research: The Presidency of John F. Kennedy

Primary Source Image President Kennedy delivers a speech to crowds assembled in Monessen, Pa., 1961. Photo by Charles “Teenie” Harris, courtesy Carnegie Museum of Art, Pittsburgh. The Charles “Teenie” Harris Archive.

I. The administration of President Kennedy was cut short—just a thousand days. His presidency is still held in a positive light, but its effectiveness is debated. Research the following categories, answering the questions below each one in order to write about the presidency of John F. Kennedy:

1. The New Frontier Kennedy mobilized young people in a dynamic way. Describe the policies developed under his idea of a “new frontier” that stimulated public service, public spending, trade, and wages.

2. The Bay of Pigs Research this event, detailing how Kennedy became involved, what happened, and the impact The Bay of Pigs had on his administration and relationship with the CIA.

3. The Cuban Missile Crisis Describe the events of October 1962, between the USSR and the US. Explain the impact of this event on Americans and the global community. How did this crisis affect Kennedy’s image here and abroad?

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.peacecorps.gov/policies/pdf/ms101.pdf - Link to the online version of the Peace Corps Act. http://www.nsa.gov/docs/cuba/synopsis.htm#missile - Breakdown of Cuban Missile Crisis. http://odur.let.rug.nl/~usa/P/jk35/cuba/cubaxx.htm - Documents on the Cuban Missile Crisis. http://odur.let.rug.nl/~usa/P/jk35/jk35.htm - Kennedy’s State of the Union addresses. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.02 Research: The Cultural Climate of the Early Sixties

Primary Source Image John F. Kennedy greets Dr. Martin Luther King, Jr. and other civil rights leaders at the White House. Photo by Abbie Rowe, courtesy of the National Archives.

I. The early ’60s began a tumultuous time of change within the United States, across the globe, and into the galaxy. Research the following categories, answering the questions below each one in order to write about the cultural climate of the early ’60s:

1. Civil Rights Movement Investigate important events in the civil rights movement from 1960 to 1963. What were some positive and negative reactions to Kennedy’s policies regarding civil rights?

2. Cold War Deﬁne and explain what is meant by the Cold War. Explain the American and, speciﬁcally, Kennedy’s policies addressing communist countries, such as Cuba and North Vietnam.

3. Space Exploration How did Americans and JFK become interested in pursuing space exploration? Why was this an appealing endeavor? What did it project about the cultural climate of the early ’60s?

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.cnn.com/SPECIALS/cold.war/episodes/13/documents/jfk.civil/ - CNN webpage with a copy of Kennedy’s Civil Rights speech. http://www.historylearningsite.co.uk/john_kennedy_and_civil_rights.htm - Explanation and assessment of Kennedy’s presidency and civil rights. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.03 Research: The Kennedy Image

Primary Source Image The Kennedy family moves into the White House, January 1961. Photo by Abbie Rowe, courtesy of the National Archives.

I. The Kennedy White House was coined “Camelot,” a magical place, by Jackie Kennedy. Research the following categories, answering the questions below each one in order to write about the Kennedy White House and family as seen by the public:

1. The Kennedy Family Explore the rise of the Kennedy family as a political force. Describe brieﬂy the events that brought JFK into the limelight of his family. What role did JFK’s father play in his political career?

2. The Role of Photography Give three examples of the ways in which the Kennedy family used photography to gain support for a particular campaign or issue at hand.

3. JFK’s Image vs. Reality What ailments did JFK suffer from? How were these concealed from the public?

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.geocities.com/~newgeneration/tour.htm - Website about Jackie Kennedy’s televised tour of the White House. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.04 Research History/Research Images: The Political Climate of Dallas, November 1962

I. In the presidential election of 1960, the city of Dallas voted against Kennedy with more votes than any other American city. His 1963 visit to Dallas was important not only for improving his reputation in that city but also for mending fences between the conservatives and liberals in his own Democratic party. Research the following categories, answering the questions below each one in order to write about the political climate of Dallas in the fall of 1962:

1. Politics in Dallas Describe the majority and minority political groups in Dallas in the early ’60s. What were their roles in the presidential visit in 1963?

2. Receptions in Dallas Research and describe the visits to Dallas by Vice-Presidential candidate Lyndon B. Johnson in 1960 and Adlai Stevenson, UN ambassador in 1963. Who opposed their visits and why?

3. Radical Opposition Groups Explain the ad published in the Dallas Morning News on November 22, 1963. What did The American Fact-Finding Committee want to promote about President Kennedy? [link to image]

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.jfk-assassination.de/WCR/wcr2.html#p6 - The Warren Report summary of the climate in Dallas prior to the assassination. http://users2.ev1.net/~MickeyD/dallas00.htm - A JFK Assassination Researcher’s Guide to the politics and history of Dallas, G. B. Dealey, and Dealey Plaza. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.05 Research: The Assassination

Primary Source Image Frame 274, Zapruder ﬁlm. Eyewitnesses in Dealey Plaza were aware that both President Kennedy and Governor Connally had been wounded by gunﬁre. ©1967(Renewed 1995) LMH Co. All Rights Reserved.

I. The motorcade through the city of Dallas was the ﬁrst event during President Kennedy’s scheduled three-hour visit to the Texas city. The city was charged with excitement and ready to watch the fanfare. Research the following categories, answering the questions below each one in order to write about the assassination of John F. Kennedy in 1962:

1. Timeline Create a timeline of the events in Dallas beginning with the presidential plane arriving at Love Field and ending with Lee Harvey Oswald’s assassination by Jack Ruby on November 24, at 1:07 p.m.

2. Zapruder Film Research and explain what this ﬁlm showed investigators about the assassination. Explain what the ﬁlm leaves unanswered.

3. Warren Report Brieﬂy describe the purpose of the Warren Report. Read the summary of the report and explain its ﬁndings.

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://mcadams.posc.mu.edu/bestof.htm - A list of links to numerous sites on the web devoted to the assassination (not all conspiracy theorists), including the Warren Report, sound clips from Dallas TV and radio stations right after the assassination, and interviews with various investigators. http://www.chron.com/content/chronicle/special/jfk - Contains brief timelines of both JFK and Oswald on Nov. 22, 1963. http://www.jfk.org/Research/Zapruder/Zapruder_Film.htm - The Sixth Floor Museum website with information about the Zapruder ﬁlm. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.06 Research: The First Lady and the Funeral

Primary Source Image: Judge Sarah T. Hughes, left foreground, shown administering the oath of ofﬁce to Lyndon Baines Johnson at 2:38 p.m. aboard Air Force One. Photo by Cecil W. Stoughton, courtesy Lyndon Baines Johnson Library.

I. Jacqueline Kennedy was the most intimate witness to the assassination of her husband and became the ultimate conduit through which Americans mourned his passing. Research the following categories, answering the questions below each one in order to write about Jackie Kennedy’s role in the aftermath and funeral of JFK:

1. November 22, 1963, for Jackie Research and describe Jackie’s actions throughout the day on November 22, 1963. What did she project to the world in the immediate aftermath of the assassination?

2. The Mourning and Funeral Events Brieﬂy describe the weekend events mourning President Kennedy. What was Jackie’s motivation in planning the details of these events? Explain the similarities between the funerals of JFK and Abraham Lincoln.

3. Camelot Jackie permitted Theodore White to interview her after the assassination, and in this interview she shaped the slain president’s legacy and memory. Read the interview and analyze the way Jackie portrays her husband. How did the public receive this romanticized version?

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.eulogywriters.com/jfk.htm - Eulogy given by Senator Jacob Javits. http://more.abcnews.go.com/sections/us/camelot_jackie/index.html - ABC news article on Jackie’s creation of the Camelot myth. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.07 Research: The Media

Primary Source Image Oswald’s midnight press conference on November 23. Journalists and their equipment jammed the hallways at Dallas police headquarters during the weekend following the assassination, disrupting the investigations into the murders of President Kennedy and Ofﬁcer Tippit. Dallas Times Herald Collection, The Sixth Floor Museum Archives

I. JFK’s assassination marked the ﬁrst time in American history that the “media machine” worked quickly to disseminate information about a day’s events. The media was also faulted for creating chaos, misinformation, and hindering the investigation. Research the following categories, answering the questions below each one in order to write about the media’s role in this event:

1. Reporters at the Scene Research the journalists, news photographers, and TV crews who were witnesses at Dealey Plaza. Give an example of a reporter who collected data accurately and an example of misinformation given out by the press in the immediate aftermath of the assassination.

2. Role of the Media Explain what messages the government wanted the media to relay to the world in order to maintain security and smooth governance.

3. Television Images Research and view the newsreels and footage of the funeral. Explain how television packaged the experience of this event for Americans.

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.08 Research: The Assassins: Oswald and Ruby

Primary Source Image: Jack Ruby, shown shooting Lee Oswald at 11:21 a.m. Ruby entered the basement of Dallas police headquarters on November 24, during the accused assassin’s transfer from the city to the county jail. Oswald died at 1:07 p.m. during surgery at Parkland Hospital. © 1963 Photo by Bob Jackson, The Sixth Floor Museum Archives.

I. Lee Harvey Oswald and Jack Ruby became assassins in the same weekend. Research the following categories, answering the questions below each one in order to write about these two men:

1. Lee Harvey Oswald Read about Lee Harvey Oswald. Give a brief biography of the man, including the motivations he is thought to have had for killing President Kennedy. What questions about Oswald are people still trying to answer?

2. Jack Ruby Read about Jack Ruby. Give a brief biography of the man, including the motivations he is thought to have had for killing Lee Harvey Oswald. What questions about Ruby are people still trying to answer?

3. Connections Between the Assassins Explain some of the connections made by researchers between Oswald and Ruby.

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.jfk-assassination.de/WCR/app16.html - Link to the Warren Report’s biography of Jack Ruby. http://www.jfk-assassination.de/WCR/app13.html - Link to the Warren Report’s biography of Lee Harvey Oswald. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.09 Research: The Eyewitnesses and Primary Evidence

Primary Source Image: Mary Moorman, right, and Jean Hill were standing close to the limousine when the fatal shot was ﬁred. Photo by William Allen, Dallas Times Herald Collection, The Sixth Floor Museum Archives. I. The Warren Commission took evidence from 190 witnesses, but as many as 300 have contributed further primary accounts, which have been documented in subsequent investigations. Research the following categories, answering the questions below each one in order to write about the eyewitness testimonies and evidence found in the investigation.

1. Witness Accounts of the Shots Fired Read the transcripts of the witness accounts of the assassination. Describe the differing statements about the number of shots ﬁred and where they may have come from.

2. Witness Accounts of the Riﬂe Seen in the Window Read the witness testimony about the riﬂe seen in the Texas Depository window. Explain the similarities and differences between the testimonies.

3. Witness Accounts of Oswald After the Shooting Research the various eyewitness accounts of Oswald’s actions immediately following the assassination. What evidence is contradictory? What does the witness testimony conﬁrm?

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://www.jmasland.com/testimony/warren.htm - Link to transcripts of all of the witness testimony for the Warren Commission. http://www.jfk.org/Oral_Histories/Oral_Histories.asp - The Sixth Floor Museum website oral history project contains hundreds of oral testimonies from people present at various locations on Nov. 22, 1963. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 6.10 Research: The Theories

Primary Source Image: The Magic Bullet, photographed as evidence for the Warren Commission.

I. Many do not accept Oswald was a lone shooter. Theorists are still trying to resolve the unanswered questions in the assassination of JFK. Research the following categories, answering the questions below each one in order to write about the various theories proposed about JFK’s assassin(s):

1. Single Bullet Theory Explain what the single bullet theory is. Who promoted this theory? Why do people question its validity? Research the ballistics evidence in the assassination. What are some of the questions raised by this evidence? What does the evidence conﬁrm?

2. Major Conspiracy Theories There are numerous conspiracy theories to choose from, but many people claim the organization and countries on the following list are responsible for JFK’s assassination. Read about each theory and explain the main points: • The Cubans • The Soviet Union • Organized Crime (Maﬁa)

II. Find photographic images illustrating some of the events above. You may need to photocopy images from books and ﬁnd images online.

Additional Websites: http://mcadams.posc.mu.edu/home.htm - Site devoted to JFK’s assassination that makes an effort to debunk the myths propagated by conspiracy theorists. This site supports the lone gunman theory.