Format
1. This program begins a timeline breakdown of President John F. Kennedy's November 1963 visit to Texas.
2. Then discusses each city stop from the perspective of the news coverage.
3. We move into the specific journalists and photojournalists assigned to cover the Kennedy's visit in Fort Worth and Dallas.
4. Participants will create their own mock-up Dallas Times Herald front page.
5. We shift from a feature news story to a hard news, and how the Dallas Times Herald staff covered the historic event.
Objectives
By the end of this lesson, participants will be able to:
Describe the main objectives of President John F. Kennedy’s trip to Texas in November 1963.
Analyze front-page newspapers to better understand the significance of headlines, layout, placement, and wording.
Explain the timeline of events for the weekend of November 21–25, 1963, from both the President’s planned route and the journalists’ assigned coverage.
Evaluate the challenges of journalism and photojournalism, including the importance of timing, location, and decisive action.
Discuss the similarities among the different Texas cities and how their local media anticipated the President’s visit would unfold.
Standards Alignment
National Standards
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
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.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
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.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8: Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
State Standards
Texas
§110.24. English Language Arts and Reading, Grade 8 ( Middle School)
(1): Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking—oral language. The student develops oral language through listening, speaking, and discussion.
(2): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively.
(5): Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
(6): Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
(12): Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
§117.202. Art, Middle School 1 (Middle School)
(3)(A): Identify the influence of historical and political events in artworks.
(3)(B): Identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation.
(4)(A): Create written or oral responses to artwork using appropriate art vocabulary.
(4)(B): Analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork.
(4)(D): Investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art.
§117.203. Art, Middle School 2 (Middle School)
(3)(A): Analyze ways that global, cultural, historical, and political issues influence artworks.
(3)(B): Analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation.
(4)(B): Analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork.
(4)(D): Investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art.
§117.204. Art, Middle School 3 (Middle School)
(3)(A): Analyze ways in which global, contemporary, historical, and political issues have influenced art.
(3)(B): Analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy.
(4)(A): create written and oral responses about personal or collaborative artworks addressing purpose technique, organization, judgment, and personal expression.
(4)(B): Analyze original artworks and portfolios using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork.
(4)(D): Understand and demonstrate proper exhibition etiquette.