Format
1. Introduce John F. Kennedy and the impact his legacy has on civic engagement throughout the United States. Students will engage in discussion questions, and activities throughout the presentation to analyze the three branches of government, how Kennedy worked with each branch, and how his assassination shaped civic engagement for a generation.
2. Explain that we will be discussing the distribution of power between the three branches of government and how they check and balance each other.
3. Allow students to engage in mini debates that allow them to create persuasive rhetoric about the importance of civic involvement during Kennedy’s election, presidency, and today. Topics include being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good…
Objectives
1. Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history.
2. Analyze how participation in the democratic process reflects our national identity, patriotism, and civic responsibility.
3. Evaluate the significance of political choices and decisions made by individuals, groups, and nations throughout history.
4. Evaluate the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good…
Standards Alignment
National Standards
CCSS.ELA-LITERACY.11-12.RH.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.9-10.RH.9 -- Compare and contrast treatments of the same topic in several primary and secondary sources.Grades 5-12
Standard 3: Domestic policies after World War II.
Major Concept 3b: The student understands the “New Frontier” and the “Great Society.”
Description [and Historical Thinking Standard] Evaluate the legislation and programs enacted during Johnson’s presidency. [Evaluate the implementation of a decision.]
Grades 5-12
Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Major Concept a: The student understands the “Second Reconstruction” and its advancement of civil rights.
Description [and Historical Thinking Standard] Explain the resistance to civil rights in the South between 1954 and 1965. [Identify issues and problems in the past]
Grades 7 - 12
Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Major Concept 4a: The student understands the “Second Reconstruction” and its advancement of civil rights.
Description [and Historical Thinking Standard] Assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation. [Evaluate the implementation of a decision.]
State Standards
§113.41. United States History Studies Since 1877 22.A, B, C
§113.42. World History Studies 20, A, B
§113.44. United States Government 13.A, B, C; 19. A, B, C, D
§110.60. Debate I, II, III 1.C