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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 © 2006 The Andy Warhol Museum, a museum of Carnegie Institute. All rights reserved. You may view and download the materials posted in this site for personal, informational, educational and non-commercial use only. The contents of this site may not be reproduced in any form beyond its original intent without the permission of The Andy Warhol Museum. except where noted, ownership of all material is The Andy Warhol Museum, Pittsburgh; Founding Collection, Contribution The Andy Warhol Foundation for the Visual Arts, Inc. the warhol: resources & lessons Unit Lesson Plans / Historical & Cultural Context / History & Memory / Lesson 6 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 Primary Source Image Police officers at Market Hall awaiting the president’s arrival after the motorcade. ©1963 Photo by Bob Jackson, Dallas Times Herald Collection, The Sixth Floor Museum Archives. 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.
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