LIBRARY OF CONGRESS – PATHWAYS
LESSON MODULE
Title: “John F. Kennedy: His Life and Presidency”
By
Pamela Oney, Jami Pixler, Victoria Richardson, and Pamela Sanderson
University of Northern Iowa Teacher Education Program
College of Education
Cedar Falls Iowa
Historical Theme: Politics and Citizenship
http://isite.lps.org/jcorn/web/documents/APUSHcourseoutline.pdf
Historical Period: Post-War United States
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/postwar
Lesson Module Overview: Students will actively learn about the life and Presidency of John F.
Kennedy through exploring and analyzing primary resources from the Library of
Congress, such as images, documents, political cartoons, and posters. Students will be engaged
in learning activities that create meaningful learning opportunities about JFK the man, his role in
the space race, and his political position during the Cold War.
Anticipated Grade Range: Middle Level (grades 6-8)
Table of Contents:
Lesson Module One:
Title: John F. Kennedy, A Lesson About His Life
p.2-4
Lesson Module Two:
Title: The Cuban Missile Crisis: The Threat of Nuclear War
p.5-8
Lesson Module Three:
Title: The Great Debate for Space
p. 9-21
Appendix I: Primary Sources-Images and Documents
p. 22-36
Appendix Ia: Additional Images and Documents
p. 37-43
Appendix II: Bibliography and Webliography
p. 44
LESSON MODULE
DAY 1
Title: John F. Kennedy: A lesson about his life
Learning Goals:
-
Knowledge:
Students will understand who JFK is. They will begin searching for information about JFK.
Students will understand who the Jackie Kennedy is, and her relationship to John F.
Kennedy.
Students will understand who the key people surrounding the Assassination of John F.
Kennedy.
-
Skills:
Students will create a timeline of important dates and events that have happened throughout
JFK’s life.
Students will attach an explanation to each picture to create a short synopsis of JFK’s life.
-
Dispositions:
Students will begin to develop an ability to think critically about the past.
-
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change:
Social studies programs should include experiences that provide for the study of the past and its
legacy.
Materials Needed:
-List of trivia questions
-White board
-Markers
Lesson Procedures:
Introduction:
1. Engage the students in your lesson by starting off with a short trivia game about the
presidents of the United States. Allow the students to arrange themselves into 5
groups. This will allow for the students to work together at coming up with an
answer to the trivia questions. Allow the students to have out a fact sheet with a list
of all of the presidents of the United States.
2. Play the trivia game. Questions on attached sheet.
3. After asking all of the above questions, ask the students if any of these questions have
anything in common. Record all the answers on the white board.
4. Lead a discussion with the students about why JFK was the common answer to the
trivia questions. Tell the students that you are going to be working on the theme of
John F. Kennedy and his life, and some of the events that happened during this time.
5. Hand out the short biography of JFK found at
http://www.whitehouse.gov/about/presidents/johnfkennedy
6. Give the students 15 minutes to read through the biography of JFK.
Development
1. On the white board, have the students give some examples of some important events
of JFK’s life that they know of or found in the biography.
2. Have the students give a short explanation of why they think that their ideas are
important topics to cover.
3. Lead critical thinking discussions about the topics that are called to attention.
4. Ask and answer any questions that the students have about JFK and the topics
discussed.
5. After the discussions about JFK and who he was move to the topic of Jacqueline
Kennedy. Lead a discussion of her role in JFK’s life; personally and as First Lady to
the President of the United States.
6. Ask and answer any questions that the students have about Jacqueline Kennedy.
7. Next move to the discussion about the Assassination of JFK. What he was doing at
the time of the Assassination; What people think happened; Who people think shot
him; and Why people think this happened.
8. Ask and answer any questions that the students have about the Assassination of JFK.
9. Inform the students that over the next week that you will be covering JFK and his life.
Starting with the timeline of events project. A few of the events that will be covered
in the timeline event project will be discussed in greater detail throughout the week.
10. Explain to the students that they are to find pictures such as the ones shown regarding
the events of JFK’s life. With these pictures they will be doing research and will be
required to write a short interpretation of what is going on in the pictures and why
they are significant to JFK’s life.
Culmination
1. The students will gather their information and put together their timeline of JFK’s life
with the interpretations.
2. The students will each pick one event that they added to their timeline and will
elaborate on that interpretation and give a 3-5 minute presentation to the class. Each
student will cover different information in their presentation as to spread the learning
among all.
3. The students will also conduct a short 1-3 minute question and answer session about
their topic.
Assessment
Ask the students to write a short 2-3 paragraph essay answering the following questions:
What was one thing that you learned from the timeline presentations? What was something that
you already knew about but extended that knowledge? Give topic that you would like to know
more about and why?
This will help allow you to really focus on the learning that has happened in the past; the present,
meaning the timeline activity that has just come to a close; and it will assist in guiding your
lesson plans for the future.
Trivia Game Questions
1. “Who was the first president of the United States?”
2. “Who was the youngest man ever to become the president of the United States?”
3. “Who was the first African American president of the United States?”
4. “Who was the youngest president to die while in office?
5. “Who was the last president of the 20th Century?”
6. “Who was the 35th president of the United States?
7. “Which two presidents were fifth cousins?”
8. “Which president married Jacqueline Lee Bouvier?”
9. “What was the relationship to the 41st and 43rd presidents? Who were they?”
10. “Who was the president that was assassinated on Nov. 22, 1963?”
LESSON MODULE
DAY 2
Title: The Cuban Missile Crisis: The Threat of Nuclear War
Learning Goals:
Knowledge
-
Students will understand the events leading up to the Cuban Missile Crisis
Students will develop an understanding of the outcome of the Cuban Missile Crisis between
the United States, Cuba, and the USSR.
Students will be able to understand the key people and events related to the Cuban Missile
Crisis
Students will understand U.S. reactions to the threat of nuclear war
Skills
-
Students will analyze political cartoons to discover important aspects of the Cuban Missile
Crisis
Students will develop a list of Pro’s and Con’s to President Kennedy’s options relating to
Cuba
Dispositions
-
Students will begin evaluate and appreciate multiple perspectives and options involved with
foreign affairs
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
TIME, CONTINUITY, AND CHANGE
Through a more formal study of history, students in the middle grades continue to expand their
understanding of the past and are increasingly able to apply the research methods associated with
historical inquiry.
POWER, AUTHORITY, AND GOVERNANCE
The development of civic competence requires an understanding of the foundations of political
thought, and the historical development of various structures of power, authority, and
governance. It also requires knowledge of the evolving functions of these structures in
contemporary U.S. society, as well as in other parts of the world.
SCIENCE, TECHNOLOGY, AND SOCIETY
Science, and its practical application, technology, have had a major influence on social and
cultural change, and on the ways people interact with the world.
GLOBAL CONNECTIONS
Analyses of the costs and benefits of increased global connections, and evaluations of the
tensions between national interests and global priorities, contribute to the development of
possible solutions to persistent and emerging global issues.
Materials Needed:
-
Pens or pencils
Paper
Map showing Turkey and USSR in 1962 (Appendix I)
Map showing Cuban missile range 1962 (Appendix I)
Photos: Khrushchev, Castro, CIA reconnaissance, U.S. naval blockade, Cuban vacation flyer
(Appendix I)
Political cartoons: “ This hurts me more than it hurts you”, “Backdown at Castro Gulch”,
“Let’s get a lock for this thing” (Appendix I)
Videos: “Duck and Cover”, Kennedy’s address to the nation 10/22/62 (Appendix II)
White board
Dry erase markers
Lesson Procedures:
Introduction:
1. The teacher will show the “Duck and Cover” video (Appendix II)
2. The teacher will ask for reflections from the video
3. The teacher will explain that in 1962 the U.S. faced the threat of a nuclear attack and this
video was made in response to this threat to help citizens prepare and this lesson will
focus on the cause of this threat and how it was resolved.
Development:
1. The teacher will give the following background information:
-
-
-
-
Cuba was once a popular vacation destination, home to several American businesses
and also a major supplier of American sugar- Cuban Vacation flyer will be shown
1959 Fidel Castro staged a military coup and seized power of Cuba. As a Communist
he took control of American businesses. In response America issued a trade embargo.show a picture of Castro.
Bay of Pigs- CIA and Cubans unhappy with Castro attempt to overthrow Castro.
Kennedy refuses U.S. military support for fear of nuclear war with USSR
Castro develops an ally with the USSR and its leader Khrushchev to prevent U.S.
invasion. Khrushchev agrees to buy large amounts of sugar at a large price in exchange
for a communist ally within reach of the U.S. and Cuba allows USSR to build missile
sites in Cuba. –Show picture of Khrushchev
CIA reports to Kennedy that Cuba has missile sites two weeks away from completion
that would be able to launch nuclear missiles with the capability to hit U.S. The U.S.
has 13 days to respond to this crisis - Show CIA reconnaissance pictures showing
missile sites
U.S. had missiles in Turkey within striking range of USSR as well-Show map of
Turkey and USSR 1962
2. Students will be broken into groups of 4-5 students. The groups will each be given one of
four options that President Kennedy had in relation to the U.S. response to missile sites in
Cuba: Do Nothing, Attack Cuba/USSR, apply political pressure to remove the missiles,
or establish a blockade around Cuba. Each group will develop a list of pro’s and con’s for
their assigned option. They will be allowed 10 minutes to develop their lists. Students
will then be brought back together to discuss the pros and cons of their option and the
teacher will make a chart on the board listing these for each option. The students will
then decide by a show of hands what option they believe would be the most beneficial.
After the students have chosen their answer the teacher will say “Let’s see what President
Kennedy’s decision was” and play the video of Kennedy’s announcement of a naval
blockade on Cuba. Following the video the students will be shown a picture of the
location of the blockade. The teacher will then explain what a blockade is and how it
would affect Cuba in relation to its ability to import food and weapons as well as export
its sugar.
3. The teacher will then explain that Khrushchev now had a decision to make as to how he
would respond having his ships with missiles refused entry into Cuba.- show letter from
Khrushchev
4. The teacher will then explain that the letter shows that as a result of Cuban Missile Crisis
Kennedy agreed to withdrawal missiles from Turkey (secretly to avoid political damage
as Turkey would no longer have U.S. protection of nuclear weapons) and would agree to
not invade Cuba and Khrushchev would agree to remove the missile sites and missiles
from Cuba.
Culmination:
1. Students will be given copies of three political cartoons: “This hurts me more than it
hurts you”, “Backdown at Castro Gulch”, “Let’s get a lock for this thing”. They will be
instructed to write at least one paragraph analyzing each of the political cartoons in
relation to the information that they have just learned. Students will be given 15 minutes
to do this. At the close of the 15 minutes students will share their analysis of each of the
cartoons and what they have learned from the lesson.
Assessment:
The teacher will collect the paragraphs that the students wrote analyzing each of the political
cartoons and review them to be sure that the students gave an accurate analysis of each. This will
help the teacher to determine the effectiveness of the lesson and if it needs to be retaught.
LESSON MODULE
DAY 3
Title: The Great Debate for Space
Learning Goals:
Knowledge
-
Students will develop an understanding of the “space race” between the United States and
the USSR.
Students will be able to understand the key people and events related to the first
American moon shuttle landing.
Students will be able to understand the importance and the future impact the moon
landing by the United States would be.
Skills
-
Students will analyze the pros and cons of an issue and defend their side.
Students will synthesize information into a logical argument.
Students will research their side of the issue and present information to the class.
Dispositions
-
Students will be able to interpret the historical context of a primary source and think
critically to evaluate the past as it leads us to the future.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
TIME, CONTINUITY, AND CHANGE
Social studies programs should include experiences that provide for the study of the past and its
legacy.
PEOPLE, PLACES, AND ENVIRONMENTS Social studies programs should include experiences that provide for the study of people, places,
and environments.
SCIENCE, TECHNOLOGY, AND SOCIETY
Social studies programs should include experiences that provide for the study of relationships
among science, technology, and society.
Materials Needed:
-
Apollo 11 First Moon Landing by Michael D. Cole (Appendix II)
Access to the internet
Index cards
Speaking tokens for debate
Writing Journal
Lesson Procedures:
Introduction
The class takes turns reading the book, Apollo 11 First Moon Landing
1.
2.
3.
4.
5.
The teacher will begin by discussing with the students the attitudes of people in the
1960’s toward the “space race”.
Students will view a slide show entitled “Race to Space.”
The teacher will poll the students to determine how many believe that it was the right
thing for President John F. Kennedy to do, by committing the nation to achieving the
goal of landing a man on the moon.
The teacher will discuss and explain to the class that she wants them to debate their
group’s side from the standpoint of the era of 1960.
The teacher will explain to the students that they would be divided into two groups, a
pro group and a con group. Each group will be responsible for researching facts to back
either the pro or con of whether the United States should go to the moon or not as
President Kennedy did in front of Congress on May 25, 1961.
On May 25, 1961, President Kennedy declared to a joint session of Congress his belief that
the nation should commit itself to landing a man on the moon by the end of the decade. This
mission was accomplished on July 20, 1969.
6. The class will be count off 1, 2, 1, 2, until each student has a number. The one’s will be
told to gather in the front of the classroom and the two’s will be placed toward the back
of the classroom. They will choose a leader for each group.
Development
The students must now use their time to complete three major activities.
1. The class will discuss both the slide show and different facts that they absorbed from the
book.
2. The students will break into their pro or con group and begin to collect facts to support
their debate topic. They can collect facts from the library of congress, the school library
or the internet.
3. Students must share their ideas and information with others in their group. The job of the
group is to convince people that they are right, so the more practice they have
articulating what they have learned, the better prepared they will be for classroom
debate/discussion.
4. Students will write and accumulate the facts and statements that they will use to debate
their position on index cards.
5. Once students have had ample opportunity to prepare their respective arguments, a class
debate/discussion should be conducted. The teacher will establish rules for speaking and
conduct. This could take the form or an organized, formal debate or a more informal
discussion with both sides presenting their ideas and questioning one another about
details, reasons, facts, examples, etc.
6. To encourage all students to participate, teachers could hand out some sort of token or
card. Each student could speak only and would have to surrender his/her token after
speaking. Students would not get a second chance to speak until tokens had been
collected from all students.
7. Once the debate/discussion is concluded, the teacher can choose to declare a "winning"
team or can simply declare a "truce" between the two sides.
Additional Activity
Have students complete a written response to their debating experience in their journals
concerning how they felt about the subject and the debate. Have the students add
additional comments about how they really truly feel about President John F. Kennedy’s
belief in the race to space no matter if they were debating from a pro or con standpoint.
Culmination
1. The students will discuss the debate as a whole with the class and review points brought
up by both the con and pro teams.
2. Have the students compile a list of things that they learned during the debate on the
subject of the race to space as a class.
3. Have the students discuss who they felt had the better argument and what good points
were brought into the debate.
Assessment
Students will be evaluated from the debate rubric.
Students will be evaluated based on their written journal responses and participation in class
discussions while preparing for debate.
Levels of Performance for AFFIRMATIVE Team
4 2 Mostly clear and orderly in all parts Clear in some parts but not overall Unclear and disorganized throughout Many good arguments given, with only minor problems Some decent arguments, but some significant problems Excellent cross‐exam and defense against Negative team’s objections Good cross‐
exam and rebuttals, with only minor slip‐ups Decent cross‐
exam and/or rebuttals, but with some significant problems Few or no real arguments given, or all arguments given had significant problems Poor cross‐exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack. All style features were used convincingly Most style features were used convincingly Few style features were used convincingly Very few style features were used, none of them convincingly TOTAL SCORE: Criteria 1. Organization & Completely clear and Clarity:
Main arguments and responses are outlined in a clear and orderly way. orderly presentation Very strong and persuasive arguments Reasons are given to given support the resolution throughout 2. Use of
Argument:
3. Use of cross‐
examination and rebuttal: Identification of weakness in Negative team’s arguments and ability to defend itself against attack. 4. Presentation
Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. 1 3 Grade: _____ (Divide by 4) AVERAGE FOR AFFIRMATIVE TEAM: _______ Levels
of Performance for NEGATIVE Team
4 Criteria 1. Organization
& Clarity:
Main arguments and responses are outlined in a clear and orderly way. 3 2 Mostly clear and orderly in all parts Clear in some parts but not overall Unclear and disorganized throughout Many good arguments given, with only minor problems Some decent arguments, but some significant problems Good cross‐
exam and rebuttal, with only minor slip‐ups Decent cross‐
exam and/or rebuttal, but with some significant problems Few or no real arguments given, or all arguments given had significant problems Poor cross‐exam or rebuttal, failure to point out problems in Affirmative team’s position or failure to defend itself against attack. All style features were used convincingly Most style features were used convincingly Few style features were used convincingly Very few style features were used, none of them convincingly TOTAL SCORE: Completely clear and orderly presentation Very strong and persuasive Reasons are given arguments against the resolution given throughout Excellent 3. Use of cross‐
cross‐exam examination and and defense rebuttal: against Affirmative Identification of team’s weakness in objections Affirmative team’s 2. Use of
Argument:
arguments and ability to defend itself 1 Grade: against attack. 4. Presentation
Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. _______ (Divide by 4) AVERAGE FOR NEGATIVE TEAM: _______ Classroom Debatesi
Introduction
The classroom debates are exercises designed to allow you to strengthen your skills in the areas of
leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation. Debate
topics and position statements are outlined below. Groups may sign up on a first come, first served basis,
by specifying both the debate topic and the position desired (i.e., Pro or Con). Note that all groups must
have signed up for the debate by the date denoted in the class schedule. All group members are expected
to participate in the research, development, and presentation of your debate position. Preparation will
require substantial library research. Each participating member will receive the same group grade.
Debate Format
6 minute Position Presentation - Pro
6 minute Position Presentation - Con
5 minute Work Period
4 minute Rebuttal - Pro
4 minute Rebuttal - Con
3 minute Work Period
2 minute Response - Pro
2 minute Response - Con
1 minute Work Period
2 minute Position Summary - Pro or Con
2 minute Position Summary - Pro or Con
5 minute Tallying of Ballots/Announcement of Winner
Debate Procedure
The debate will take the form of timed individual and/or group presentations and responses separated by
timed group work periods. The rules applied may deviate from the formal rules of debating. When
questions arise, the judgment of the instructor will provide the definitive ruling.
Prior to the beginning of the class period, both teams are to position their desks facing each other at the
front of the room. Each team is to write its team name, debate position, and debate position statement on
the blackboard behind their desks. Note that absolutely no changes may be made to the position
statements presented below. You must argue them exactly as written!
Team members may speak either from their desks or from the podium, as they desire. Audiovisuals may
be used at any time, including, but not limited to, handouts, flipcharts, transparencies, slides, audio and
videotapes, etc. While a team is not required to use all of the time allocated to each debate component,
speakers must stop immediately when the allocated time runs out. Team members are prohibited from
speaking to the audience or opposing team except at the times specifically allocated to them. Thus, there
can be no immediate, reciprocal interchange of comments between the teams. The sequence of the
position summaries will be determined by a random procedure at the conclusion of the final work period.
Note that no new information may be introduced during the summary. Doing so may result in
disqualification of the offending group. If either team feels that their opponents are introducing new
information during the summary, they may challenge them immediately and request a ruling from the
instructor.
Selection of Winner(s) and Allocation of Points
The instructor reserves the right to allocate fewer than the default or class voted points to a group, if, in
his opinion, the quality of preparation and/or presentation was inadequate. Debate "losers" who prepare
and present adequately will receive 30 points for their efforts.
Debate "Winners" will be selected in two ways, as follows:
Audience Vote: Class members in the audience will vote by secret ballot for a debate winner. Votes are
to be based upon presentation quality only, and not upon personal agreement or disagreement with the
position espoused. At the conclusion of each component of the debate, class members will be asked to
assign a point rating along with explanatory comments to each team for their performance during that
component. When the debate is over, the point ratings will be summed. Whichever team has the higher
sum will be the winner on that ballot. After all ballots are collected, the number of votes for each team
will be announced. Whichever team has more votes will be the winner, and the team will receive 10
bonus points in addition to the 30 for basic preparation. In the event of a tie, the instructor’s vote will
decide the winner.
Instructors' Vote: The instructor will also evaluate both teams according to the above procedures and
criteria, and select his choice for the winner. The team of his choice will receive 10 bonus points. Thus,
depending upon the nature of the vote split, the "Winner(s)" may receive 10 or 20 bonus points, for a total
of either 40 or 50 points for the debate.
Review of Ballots
Each debating team will have the opportunity to take home all of the ballots overnight for review and
feedback on their performance. If necessary, the team to take them first will be determined by the flip of
a coin. Once both teams have reviewed them, they are to be returned to the instructor.
Debate Topics
Whose Responsibility is Stress?
PRO: Employees who cannot take the stress inherent in a job should be relieved of their current duties
(i.e., transferred, demoted, or fired, as appropriate). Stress management should ultimately be the
employees' responsibility.
CON: Employees with stress problems should be guaranteed not to lose their current positions while the
company provides or arranges for special treatment to alleviate their stress related problems. The
corporation has an obligation to provide significant assistance to employees in the area of stress
management.
Employee Privacy
PRO: Employees of any organization should be accorded significant privacy rights relating to both their
time and behavior on the job, and the use of their personal information. Employee privacy on the job
should be respected as much as it is in their homes.
CON: By virtue of accepting employment in an organization, employees must relinquish many of the
privacy rights that they might enjoy in personal settings, such as their own home. The ability of an
organization to function effectively and meet its goals requires this limitation to personal privacy rights.
Romance in the Workplace
PRO: Workplace romances are private matters between the individuals involved. Organizations should
not try to regulate them in any significant way.
CON: Workplace romances can impact negatively on morale and productivity, and may result in charges
of sexual harassment. Organizations have the right to regulate them as they see fit.
DEBATE BALLOT
Debate ______________________________________________ Class _____________ Name of Evaluator ____________________________________ Date _____________ 1 2 3 4 5 Poor Fair Average Good Excellent 6 Minute Position Presentation PRO CON Rating = ____ Comments: Rating = ____ Comments: ***** 5 Minute Work Period ***** 4 Minute Rebuttal PRO CON Rating = ____ Comments: Rating = ____ Comments: ***** 3 Minute Work Period ***** 2 Minute Response PRO CON Rating = ____ Comments: Rating = ____ Comments: ***** 1 Minute Work Period ***** 2 Minute Position Summary PRO CON Rating = ____ Comments: Rating = ____ Comments: [ ] Total Points [ ] Total Points Circle Winner Below: PRO CON General Comments: Signature of Evaluator: ______________________ Team Presentation Evaluation1 Team Name ____________________________________________ Grade _______ Case _________________________________ Date___________ Duration _______ Content 1 2 3 4 5 Overview (Review/posting of agenda; Summary of case) 1 2 3 4 5 Diagnosis/Analysis (Review of chapter content; Issues/Problems in case) 1 2 3 4 5 Quality of Recommendations/Explanations (Recommendations for what should be/has been done differently, OR, Explanations for why current situation successful) 1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of relevance to practice of management) Process 1 2 3 4 5 Quality of Professional Attire/Grooming 1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level) 1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye contact; presence; use of notes/reading) 1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; role play; quiz) 1 2 3 4 5 Audiovisual Support (Transparencies; PowerPoint; blackboard; video) 1 2 3 4 5 Level of Audience Involvement (Stimulation/structuring of activity/disc) 1 2 3 4 5 Timing (Within limit; coordination; use of time) 1 2 3 4 5 General Coherence (Ability to follow points; quality of transitions) 1 2 3 4 5 Creativity/Psychological Impact Content Process Strengths Weaknesses Improvements General Comments Signature of Evaluator: __________________________________ i
2003, David M. Leuser, Ph.D. Plymouth State University. All rights reserved. APPENDIX I:
IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS 1. IMAGE: Photograph of the affidavit charging Lee Harvey Oswald with the murder of
President John F. Kennedy. ( 1963 )
2. IMAGE: President John F. Kennedy in 1961
3. IMAGE: The caisson bearing the body of President Kennedy moves into National
Cemetery.
4. IMAGE: John F. Kennedy, full-length portrait, standing with crutches, facing slightly
left: June 12 1961
5. IMAGE: Rear view of President Kennedy slumped over back seat of car following his
assassination. November 22, 1963
6. IMAGE: Kennedy’s Cabinet 7. IMAGE: April 16, 1962. President and Mrs. John F. Kennedy walking on the south
lawn of the White House.
8. IMAGE: The Enterprise, the world's largest nuclear-powered aircraft carrier, sailing
from Norfolk, Va., reported to be among those participating in the Cuban blockade. 1962.
9. IMAGE: Picture of Castro (Front) with guards 10. IMAGE: Khrushchev 11. IMAGE: Illustration of U.S. naval blockade of Cuba during the Cuban Missile Crisis in
1962 12. IMAGE: CIA reconnaissance on 10/14/1962 of missile sites being constructed at San
Cristobal site no. 1 in Cuba
13. IMAGE: AERIAL VIEW SHOWING SIDES 3 AND 4 OF MOBILE LAUNCHER.
HAER FLA,5-TIVI.V,1-2: Mobile Launcher One, Kennedy Space Ctr., TITUSVILLE
VIC., Brevard County, FL. 14. IMAGE: Political cartoon showing Khrushchev pulling Castro’s “teeth”‐ “This Hurts Me More Than It Hurts You” BY: Edmund Valtman
15. IMAGE: Political cartoon by Herbert Block “Let’s Get a Lock for This Thing” APPENDIX Ia:
ADDITIONAL IMAGES AND GRAPHIC MATERIALS
16. IMAGE: “Backdown at Castro Gulch” by Karl Hubenthal- Retrieved from The Karl Hubenthal Internet Tribute Site (1999): http://www.bobstaake.com/karl/hubenthal_importance.html 17. IMAGE: Cuban Vacation Flyer from 1950
Retrieved from the Cuba Vacations Site:
http://www.cuba-vacations.me/cuba-vacations/product/cuba-holiday-isle-of-thetropics/B001TXK3YA
18. IMAGE: Dr. Wernher von Braun, the NASA Director of the Marshall Space Flight
Center, and President John F. Kennedy at Cape Canaveral, Florida on November 16,
1963
Retrieved from the John F. Kennedy Presidential Library:
http://www.jfklibrary.org/Asset-Viewer/mh1-N-CII0-lFLnLLd4LaQ.aspx
19. IMAGE: JFK inspecting the interior of the Frindship 7 Mercury Capsule with Astronaut
Col. John Glenn, Jr. Feb 23, 1962.
Retrieved from the John F. Kennedy Presidential Library:
http://www.jfklibrary.org/JFK/JFK-in-History/Space-Program.aspx
20. IMAGE: The Saturn Rocket Briefing, November 16, 1963
Retrieved from the John F. Kennedy Presidential Library:
http://www.jfklibrary.org/JFK/JFK-in-History/Space-Program.aspx
21. IMAGE: The Launch of the Friendship 7, February 20, 1962
Retrieved from the John F. Kennedy Presidential Library:
http://www.jfklibrary.org/JFK/JFK-in-History/Space-Program.aspx
22. IMAGE: Missile Range map Retrieved from the John F. Kennedy Presidential Library:
http://www.jfklibrary.org/Education/Teachers/Curricular-Resources/High-School-CurricularResources.aspx#The+Cold+War+
Appendix II:
Bibliography and Webliography of Resources
for Students and Teachers
Bibliography of Resources for Students
Cole, Michael D. (1995.) Countdown to Space Apollo 11 First Moon Landing. Enslow
Publishers, Inc.: Springfield, NJ.
Webliography of Supporting Online Resources for Students
I Chose the Moon Interactive Website. http://wechoosethemoon.org
John F. Kennedy Presidential Library. http://www.jfklibrary.org/JFK/JFK-in-History/SpaceProgram.aspx?
Letter to Kennedy from Khrushchev. http://microsites.jfklibrary.org/cmc/oct26/doc4.html
Map of USSR and Turkey. http://www.bobstaake.com/karl/hubenthal_importance.html
Race to Space Slide Show. http://www.nasm.edu/galleries/attm/fs.html.
Video: Duck and Cover. http://www.youtube.com/watch?v=C0K_LZDXp0I Video of Kennedy’s announcement to the U.S. of a naval blockade against Cuba
http://www.youtube.com/watch?v=OEiIKwgPFd8
Webliography of Supporting Online Resources for Teachers
Debate Directions. http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml
Debate Rubrics. http://www.csun.edu/~ds56723/phil338/hout338rubric.htm