Format
Each program will have a slightly different format due to the content.
1. Programs will begin with an overview of content coverage.
2. We then discuss President Kennedy's involvement with the topic.
3. We view primary sources (video clips and objects) tied to the topic.
4. Depending on the program, participants will join in on a group discussion via the chat or have time to think through guided questions.
5. Time is allowed for questions and answers.
6. Any interactive activities that coincide with a program will be sent to the teacher beforehand to be done in the classroom at the corresponding moment or at the conclusion of the program.
Objectives
1. Participants will evaluate primary and secondary sources of President John F. Kennedy and the 1960s era.
2. Participants will analyze historical objects and documents for historical relevance and evaluate for perspective, purpose and tone.
3. Participants will reflect on President Kennedy's legacy through different aspects of his presidency.
4. Participants will engage in discussions around topics such as the presidential election, forensics, Cold War, voting rights, space race, Civil Rights and journalism.
5. Participants will develop an understanding for President Kennedy's involvement and legacy during the 1960s from the macro to the micro level.
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.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgement in a text.
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.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
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.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.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
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.
State Standards
§113.19. Texas History (Middle School)
•(1): History. The student understands traditions historical points of reference in Texas history.
•(7): History. The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries.
•(12): Economics. The student understands the interdependence of the Texas economy with the United States and the world.
•(15): Citizenship: The student understands the rights and responsibilities of Texas citizens in a democratic society.
•(16): Citizenship. The student understands the importance of the expression of different points of view in a democratic society.
•(17)(A): Identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States.
•(19): Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas.
•(20): Social Studies skills: The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology.
•(22): Social Studies skills: The student communicates in written, oral, and visual forms.
•(23): Social Studies skills: The student uses problem-solving and decision-making skills, working independently and with others.
§110.23. English Language Arts and Reading, Grade 7 (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.
•(3): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
•(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.
•(9): Author’s purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances.
•(10): Composition: listening, speaking, reading, writing, and thinking using multiple texts—writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
•(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.
§113.41. United States History Studies Since 1877 (High School)
•(2): History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
•(7)(C): Analyze major issues of World War II, including the Holocaust, the internment of Japanese Americans as a result of Executive Order 9066, and the development of atomic weapons.
•(8): History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States.
•(9): History. The student understands the impact of the Americans civil rights movement.
•(15)(C): Explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas.
•(18)(B): Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and September 11, 2001.
•(19)(B): Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000.
•(20): Government. The student understands the impact of constitutional issues on American society.
•(22): Citizenship. The student understands the promises of the Declaration of Independence and the protections of the U.S. Constitution and the Bill of Rights.
•(24): Culture. The student understands the relationship between the arts and the times during which they were created.
•(25): Culture. The student understands how people from various groups contribute to our national identity.
•(26)(A): Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States.
•(27)(A): Analyze how scientific discoveries, technological innovations, space exploration, and the application of these by the free enterprise system improve the standard of living in the United States, including changes in transportation and communication.
•(28): Social studies skills. The student understands how historians use historiography to interpret the past and allies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology.
•(29): Social studies skills. The student communicates in written, oral, and visual forms.
•(30): Social studies skills. The student uses geographic tools to collect, analyze, and interpret data.
•(31): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others.
§110.38. English Language Arts and Reading, English III (High 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): 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.
•(11): 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.
§127.632. Criminal Investigation (High School)
•(3)(G): Analyze, evaluate, make inferences, and predict occurrences of events based on photographic evidence.
•(8): The student recognizes the procedures of evidence collection while maintaining the integrity of a crime scene.
•(9)(A): Demonstrate how to process trace evidence such as glass, blood, paint, fibers, and hair collected in a simulated crime scene.
•(17)(A): Explain the terms victim, complainant, witness, and suspect as they apply to a criminal investigation.
§127.652. Forensic Science (High School)
•(6)(A): Analyze the historical development and current advancements of different forensic science disciplines such as forensic biology, anthropology/odontology, forensic chemistry, trace evidence, ballistics, fingerprints, digital forensics, and questioned documents.
•(9): The student recognizes the procedures of crime scene investigation while maintaining scene integrity.
•(15): The student evaluates firearms and ballistics evidence.